Professional development with graduate teaching assistants (TAs) teaching online

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

As the number of online courses offered continues to increase, teaching online will become a standard expectation and responsibility for graduate teaching assistants (TAs). For TAs who will seek faculty positions, experience and self-efficacy teaching online are critical to their future career. The current and future university landscape and the higher education world these TAs will embody will require qualified individuals to be well trained in online course development and delivery. Of equal importance is the quality of teaching TAs provide for the large number of online undergraduate courses for which they have sole responsibility or provide instructional support. Colleges and universities need to develop professional development for TAs that reflects best practices in online teaching and learning and engages TAs in the instructional design as well as delivery process. The purpose of this chapter is to explore the literature on teaching assistant professional development and the implications for TAs teaching online.

Original languageEnglish (US)
Title of host publicationVirtual Mentoring for Teachers
Subtitle of host publicationOnline Professional Development Practices
PublisherIGI Global
Pages26-42
Number of pages17
ISBN (Print)9781466619630
DOIs
StatePublished - Dec 1 2012

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Hood, D. W., & Huang, W-H. (2012). Professional development with graduate teaching assistants (TAs) teaching online. In Virtual Mentoring for Teachers: Online Professional Development Practices (pp. 26-42). IGI Global. https://doi.org/10.4018/978-1-4666-1963-0.ch002