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dc.contributor.advisorCasey, Judith K.
dc.contributor.authorSanabria-Morell, Jeniffer
dc.date.accessioned2018-09-14T19:44:35Z
dc.date.available2018-09-14T19:44:35Z
dc.date.issued2010
dc.identifier.urihttps://hdl.handle.net/20.500.11801/884
dc.description.abstractThis case study investigated the opinions that Graduate Teaching Assistants (GTAs) from the English Department at the University of Puerto Rico at Mayagüez have regarding the training they received during their placement in the University Teaching Development (UTD) course, as well as the expectations that the coordinators of this course had. Thirteen GTAs and their two UTD coordinators participated in the research. The methods employed for data collection were GTA questionnaire, GTA focus group interview and UTD Coordinators‘ interview. Results showed that GTAs perceived the training course as redundant, as the materials assigned in the course were repeated for the three-semester time period graduate students were requested to take the course. GTAs stated that the course needed to include more hands-on activities dealing with topics such as teaching strategies and classroom management. The UTD coordinators identified classroom management, promoting active learning, and constructing a teaching philosophy as the main GTA training needs.
dc.description.abstractEste estudio de caso investigó las opiniones que los asistentes de cátedra (GTAs, por sus siglas en inglés) del Departamento de Inglés tenían sobre el adiestramiento que recibieron en el curso University Teaching Development, así como las expectativas y opiniones que las encargadas del entrenamiento tenían sobre el mismo. Trece GTAs y las dos coordinadoras del curso participaron en la investigación. Los datos se recopilaron mediante cuestionarios y entrevistas. Los resultados indican que los GTAs percibían que el curso era repetitivo, ya que los temas discutidos en los tres semestres que se requiere tomar el curso, son los mismos. Éstos también indicaron que se necesitaban más actividades prácticas que aborden temas como estrategias de enseñanza y manejo del salón de clases. Las coordinadoras, por su parte, identificaron manejo de salón, promoción de aprendizaje activo y redacción de una filosofía de enseñanza como las necesidades primordiales de entrenamiento de los GTAs.
dc.language.isoenen_US
dc.subjectGraduate teaching assistantsen_US
dc.subjectUniversity teaching development courseen_US
dc.subjectClassroom managementen_US
dc.subjectActive learningen_US
dc.subject.lcshGraduate teaching asisstant -- Training of -- Puerto Ricoen_US
dc.subject.lcshGraduate teaching asisstent -- Puerto Rico -- Case studiesen_US
dc.subject.lcshClassroom management -- Puerto Ricoen_US
dc.subject.lcshActive learning -- Puerto Ricoen_US
dc.subject.lcshUniversity of Puerto Rico, Mayaguez Campus -- English Departmenten_US
dc.titleMentor and mentee: bridging two perspectives on GTA training a case study on GTA training needs in the department of English at UPRMen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2010 Jeniffer Sanabria Morellen_US
dc.contributor.committeeGéliga Vargas, Jocelyn A.
dc.contributor.committeePratt, Ellen
dc.contributor.committeeCarroll, Kevin S.
dc.contributor.representativeCarrero Figueroa, Rebecca
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationYear2010en_US


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    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a graduate degree at UPR-Mayagüez.

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