Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

Gallego, Muriel

doi:10.14434/josotl.v14i2.4218

Cited by 19 publications

(12 citation statements)

References 13 publications

(33 reference statements)

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“…Many GTAs did not get the kind of supervision or mentoring needed for a successful teaching experience. This is consistent with the literature that describes challenges to train and supervise GTAs (Gaff, et al, 2003;Gallego, 2014;Gilmore et al, 2014;Pentecost et al, 2012). Even though GA positions have been ostensibly designed as an apprenticeship experience (Ethington & Pisani, 1993;Gaff, et al, 2003), not all graduate students have a goal of working in the academy.…”

Section: Discussion and Implications For Practice And Researchsupporting

confidence: 90%

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Work Orientation of Graduate Assistants

Haley¹,

Jean²,

Becky³

et al. 2017

JAER

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Abstract. Completing a graduate assistantship (GA) is one key experience that can provide both work experience and socialization to a career as well as provide financial assistance in exchange for services. This qualitative study explored the motivation of GAs through an "orientation to work" lens. The findings show that GAs exhibit a high extrinsic motivation (positive or negative) toward their work, and graduate administrative assistants exhibit a higher positive intrinsic motivation to work than graduate teaching assistants or graduate research assistants.

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Section: Discussion and Implications For Practice And Researchsupporting

confidence: 90%

“…GA positions are frequently cast as an apprenticeship for a future academic career (Ethington & Pisani, 1993 (Gallego, 2014). The value to the student in a GRA position is a close interaction with faculty and a convenient peer group (Perna & Hudgins, 1996).…”

Section: Graduate Assistant Literaturementioning

confidence: 99%

Work Orientation of Graduate Assistants

Haley¹,

Jean²,

Becky³

et al. 2017

JAER

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“…These diaries were used to gather data regarding their thoughts and feelings for using poems in the language class. Reflective diary/journal is a valuable tool in teacher education to elicit teachers' perceptions and feelings about an application or their own experiences (Gallego, 2014). Hence, it appeared as an appropriate instrument for the purposes of the study.…”

Section: Instrumentsmentioning

confidence: 99%

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

Gönen

2018

ALLS

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Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology.Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

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“…Language departments have customarily offered TAs a variety of training and professional development opportunities (Angus, ; Brandl, ; Enkin, ; Lord, ), the most common of which combines a preservice orientation with a methodology course (Allen, ; Angus, ; Lord, 2014; inter alia). Albeit offered less frequently, other professional preparation experiences include mentoring systems (Höbusch & Worley, ); training that focuses on self‐assessment, metacognition, and reflective practices (Allwright, , ; Boyd & Boyd, ; Crane, Sadler, Ha, & Ojiambo, ; Gallego, ); courses or seminars designed to prepare TAs for their future work as LPDs (Enkin, ); courses in applied linguistics (Schechtman & Koser, ) or multiple literacies (Allen, ); and courses that teach TAs to use technology in second language settings (Höbusch & Worley, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training

Gallego

Busch

2017

Foreign Language Annals

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This study investigated the impact of accessibility training on incoming teaching assistants’ (TAs) awareness of and preparation to implement academic adjustments and accommodations for students with disabilities. Pre‐ and postworkshop questionnaires and data gathered from weekly in‐service group discussions indicated that TAs’ knowledge of and confidence in implementing accommodations increased, as well as their awareness concerning legal mandates and accessibility issues in general. Recommendations regarding the training and mentorship of TAs are offered.

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Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

Cited by 19 publications

References 13 publications

Work Orientation of Graduate Assistants

Work Orientation of Graduate Assistants

Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers

Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training

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