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The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections

The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections
The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections
The aim of this paper is to contribute to a better understanding of the GTAs’ niche in the current UK higher education system by means of reflecting on the results of a survey undertaken at a department of the University of Sheffield. The survey highlights that GTAs occupy an ambiguous niche; they are simultaneously teachers, researchers, students and employees, with considerable tensions emerging as a result of the often conflicting rights and responsibilities associated with such roles. The paper concludes that a dialogue should take place within and between universities in order to decide the desired status of the GTA within the UK higher education system and design a workable framework to sustain it
graduate teaching assistants, uk higher education, doctoral students, teaching quality
1356-2517
1-12
Muzaka, Valbona
3958dd47-6b40-4718-95fd-a0049a62163e
Muzaka, Valbona
3958dd47-6b40-4718-95fd-a0049a62163e

Muzaka, Valbona (2009) The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections. Teaching in Higher Education, 14 (1), 1-12. (doi:10.1080/13562510802602400).

Record type: Article

Abstract

The aim of this paper is to contribute to a better understanding of the GTAs’ niche in the current UK higher education system by means of reflecting on the results of a survey undertaken at a department of the University of Sheffield. The survey highlights that GTAs occupy an ambiguous niche; they are simultaneously teachers, researchers, students and employees, with considerable tensions emerging as a result of the often conflicting rights and responsibilities associated with such roles. The paper concludes that a dialogue should take place within and between universities in order to decide the desired status of the GTA within the UK higher education system and design a workable framework to sustain it

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More information

Published date: February 2009
Keywords: graduate teaching assistants, uk higher education, doctoral students, teaching quality

Identifiers

Local EPrints ID: 71202
URI: http://eprints.soton.ac.uk/id/eprint/71202
ISSN: 1356-2517
PURE UUID: 331ee682-5b46-4180-95e2-7403e87eca35

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Date deposited: 28 Jan 2010
Last modified: 13 Mar 2024 20:24

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Author: Valbona Muzaka

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