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 language | English (US) |
|---|---|
| Title of host publication | Virtual Mentoring for Teachers |
| Subtitle of host publication | Online Professional Development Practices |
| Editors | Jared Keengwe, Lydia Kyei-Blankson |
| Publisher | IGI Global |
| Pages | 26-42 |
| Number of pages | 17 |
| ISBN (Print) | 9781466619630 |
| DOIs | |
| State | Published - 2012 |
ASJC Scopus subject areas
- General Social Sciences