Foreign Language TAs' Perceptions of Training Components: Do We Know How They Like to Be Trained?

Abstract

This article describes a survey of foreign language teaching assistants'(TAs') perceptions of which elements of training they consider beneficial to their development as language instructors. Fifty-six novice and experienced TAs participated in the survey; 23 in follow-up interviews. The results of the survey, which distinguished between individual and group training methods, showed that informal discussions with peers and the supervisor, end-of-course student evaluations, and small-group in-class student interviews were rated highest. Preservice training was rated highest in the group training category. This article further discusses potential variables that support the rationales for the TAs' ratings and suggests that the TAs' self-initiative in seeking out advice, feedback data from students, the consultant's role, her or his rank and knowledge in formal feedback sessions, focused and concrete feedback, and the mode of data collection play a major role in determining the degree of success of the training method.

Facing innovation: preparing lecturers for English-medium instruction in a non-native context

“…Consequently, the instructor became involved in the observations and arranged feedback with the participants in which the instructor had to guide the issues discussed. These ndings correspond to the teaching assistants' comments that supervisory observation causes unnecessary anxiety, diminishing performance and making feedback irrelevant and confronting (Brandl 2000). Many topics have not been touched upon and discussed that were re ected on elaborately in the workshop and stimulated by the group process.…”

Saying vs. Doing: A Contradiction in the Professional Development of Foreign Language Teaching Assistants

“…The questionnaire covered four main areas: biographical data, education, work, and professional development perceptions and practices and was inspired by Brandl () and Gonglewski and Penningroth (). Brandl's professional development opportunities were expanded to include research activities and opportunities that were available off campus.…”

“…In sum, while a number of studies have made recommendations about the professional development of TAs, relatively few have actually consulted TAs themselves about their preparation and readiness to teach. The present study expanded primarily on Brandl () and Gonglewski and Penningroth () by providing more recent data on a wider selection of professional development opportunities as well as a broader sample of graduate students. The study sought to answer the following research questions: What types of knowledge, skills, attitudes, and level of awareness do TAs believe they need in order to be successful teachers? In which professional development opportunities do TAs participate? What constraints limit TAs’ participation in professional development opportunities? …”

Evaluating the impact of the graduate certificate in academic practice (GCAP) programme

“…Hence, a number of generic and departmental programmes have been put in place at universities to support this training and to try to ensure that these programmes are evaluated (e.g. Brandl, 2000;Gordon & Debus, 2002;Meyers & Prieto, 2000). In this article, an impact evaluation of a programme designed for GTAs, the Graduate Certificate in Academic Practice (GCAP) programme is being presented.…”