Teaching beliefs and practices of language teaching assistants

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Publication Type thesis
School or College College of Humanities
Department Linguistics
Author Kau, Kevin
Title Teaching beliefs and practices of language teaching assistants
Date 2014-05
Description Teaching assistantships were originally based on an apprenticeship model, where teaching assistants (TAs) would work with a professor by performing tasks such as grading papers, leading discussion groups, or preparing class. However, in the field of second language education, more and more novice and inexperienced TA find themselves teaching and managing an entire course themselves due to increased demand of second language (L2) teachers at U.S. universities. This study reports on the results of teachers beliefs and practices of two distinct populations of L2 TAs: those who self-identify as TAs and plan on making language teaching part of their future career, and TAs who do not plan on teaching language as part of their future career. Previous research has shown that teaching beliefs have a significant impact on how teachers teach. Given the self-identification of students into groups, it is hypothesized that there will be differences between the teaching beliefs and practices between these two groups. Little research has looked specifically at these two populations. This study looked at the teaching beliefs and practices of these two populations through the use of a survey. A 4-point Likert scale survey with matched teaching belief and teacher practice statements was used to compare the self-reported beliefs and practices of the study populations. Classroom observations were conducted on two of the TAs. Following this, any observed inconsistencies between survey data and actual observation were addressed in an interview. iv Results of this study showed that there was no significant difference between the self-reported beliefs and practices of the two groups. However, the career group had higher rates of correlation than the noncareer group, indicating that the career group was developing and growing, while the noncareer group may not be. Classroom observations and interviews revealed that there were many inconsistencies between the self-reported beliefs and practices of TAs, and actual classroom practices, indicating that while the career group is questioning their teaching beliefs and practices more than the noncareer group, both groups are still novice teachers.
Type Text
Publisher University of Utah
Subject Beliefs; Graduate teaching assistants; Language education; Practices
Dissertation Institution University of Utah
Dissertation Name Master of Arts
Language eng
Rights Management Copyright © Kevin Kau 2014
Format Medium application/pdf
Format Extent 656,395 bytes
Identifier etd3/id/2790
ARK ark:/87278/s6jq485s
Setname ir_etd
Date Created 2014-04-16
Date Modified 2021-05-06
ID 196363
Reference URL https://collections.lib.utah.edu/ark:/87278/s6jq485s