Anticipatory socialization of undergraduate college teaching norms by entering graduate teaching assistants

Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

“…GTAs want preparation and guidance throughout their teaching experiences to improve not only their instructional ability but also their overall teaching experience ( Bond-Robinson and Rodriques, 2006 ). Given that GTAs may be future faculty members at academic institutions, there is also a need to carefully mentor GTAs and provide them with advanced instructional assignments as they progress in their teaching experience ( Braxton et al , 1995 ); however, GTA assignments are typically made to cover departmental needs and not the professional development needs of future faculty members ( Austin, 2002 ). The reality is that GTAs often feel unprepared for their teaching assignments ( Dudley, 2009 ), and most universities offer no formal professional training at all ( Rushin et al , 1997 ).…”

The Criticality of Norms to the Functional Imperatives of the Social Action System of College and University Work

“…Research by suggests that graduate students internalize the four norms of science as evidenced by the strong degree of support they accord these normative orientations. Moreover, students enter their graduate studies having successfully anticipated the norms of undergraduate college teaching (Braxton, Lambert, & Clark, 1995;Helland, 2010). Helland's research indicates that entering teaching assistants espouse a greater degree of disapproval for inviolable norms than faculty members in Research I universities.…”