Crisan, C;
Rodd, M;
(2018)
Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice.
MSOR Connections
, 16
(3)
pp. 31-42.
10.21100/msor.v16i3.783.
Preview |
Text
Crisan_783-3844-1-PB.pdf - Published Version Download (623kB) | Preview |
Abstract
Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the course are discussed and results from our practitioner research are presented. We found that ‘training’ could not be delivered in such a short course yet, paradoxically perhaps, education could be achieved, given the qualities of our GTA participants.
| Type: | Article |
|---|---|
| Title: | Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.21100/msor.v16i3.783 |
| Publisher version: | http://doi.org/10.21100/msor.v16i3.783 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | postgraduates, teaching assistants, undergraduates mathematics |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10046234 |
Archive Staff Only
 |
View Item |
