Collins, Jo, Brown, Nicole, Leigh, Jennifer S (2021) Making sense of cultural bumps: supporting international graduate teaching assistants with their teaching. Innovations in Education and Teaching International, . ISSN 1470-3297. E-ISSN 1470-3300. (doi:10.1080/14703297.2021.1919175) (KAR id:87351)
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Official URL: https://doi.org/10.1080/14703297.2021.1919175 |
Abstract
This article reports on a study with over 100 Graduate Teaching Assistants (GTAs), 69 of whom were international GTAs. We explore their experiences of "cultural bumps" in their transition into one UK University. Following the principles of practice-based enquiry, data collection combined interviews with data generated in workshops, including transcripts, fieldnotes, student feedback and LEGO® models. We focus on three themes of starting teaching, essay marking and classroom boundaries to explore "cultural bumps" where GTAs experience adjustment stresses transitioning into UK higher education teaching. We connect "cultural bumps" to challenges reconciling teaching and researcher roles for GTAs. We conclude with an agenda for research work to further develop our understanding of international GTAs' experiences.
Item Type: | Article |
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DOI/Identification number: | 10.1080/14703297.2021.1919175 |
Uncontrolled keywords: | Graduate Teaching Assistants; higher education teacher training; cultural bumps; practice-based enquiry; International |
Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
Divisions: | Central Services > Graduate and Researcher College |
Depositing User: | Jo Collins |
Date Deposited: | 27 Mar 2021 08:51 UTC |
Last Modified: | 04 Jul 2023 14:03 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/87351 (The current URI for this page, for reference purposes) |
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