| Título: | A Graduate Teaching Assistant Workshop in a Faculty of Science |
| Autores: |
Harris, dik; McGill University McEwen, Laura April; Queen’s University |
| Fecha: | 2009-08-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | This article describes the design and implementation of a workshop on teaching and learning for graduate teaching assistants (GTAs) in a Faculty of Science at a major Canadian research-intensive university. The approach borrows heavily from an existing successful workshop for faculty but is tailored specifically to the needs of GTAs in science in an environment where departmental resources are largely absent. Thus, the workshop is unusual in that it fi nds a midpoint between centrally administered, discipline-neutral programs and those that are discipline specifi c. Equally, it is unusual because it was conceived, implemented, and continues to evolve through the active involvement of teaching fellows, themselves GTAs, who receive particular preparation for their role. The approach is discussed in relation to other approaches found in the literature. Dans cet article, les auteurs décrivent la conception et la mise en œuvre d’un atelier de formation à l’enseignement et à l’apprentissage destiné aux assistants à l’enseignement aux cycles supérieurs (AECS) dans une faculté de sciences à une grande université de recherche canadienne. La méthodologie de cet atelier, fortement empruntée d’un autre atelier actuel, ayant une certaine réussite, et étant destiné aux professeurs, a été adaptée aux besoins particuliers des AECS en sciences tout en tenant compte du grand manque de ressources au niveau du département. Ainsi, cet atelier est unique, car il cible un juste équilibre entre un programme administré centralement et indépendant de la discipline avec ceux qui sont spécifi ques à chaque discipline. De plus, cet atelier est exceptionnel car sa conception, sa mise en œuvre et son évolution continuelle sont directement liées à la participation active d’un groupe de « teaching fellows », eux-mêmes assistants à l’enseignement et formés spécifi quement pour leur rôle. L’article compare cette approche à d’autres tirées de la littérature scientifi que dans ce domaine. |
| Idioma: | Inglés |
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