Citation

Teaching Assistant Perspectives on Departmental Teaching Philosophy

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Abstract:

TAs in university FL programs constructed pedagogical beliefs relative to best practices articulated by language program directors in differing ways. In two programs, TAs ascribed teaching philosophy to their LPDs. In the third program, TAs followed no clear teaching philosophy. Insights are provided into how the LPD shapes TA beliefs.
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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL:
http://www.actfl.org


Citation:
URL: http://citation.allacademic.com/meta/p503833_index.html
Direct Link:
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MLA Citation:

Webster, Charles. "Teaching Assistant Perspectives on Departmental Teaching Philosophy" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Denver Convention Center, Denver, Colorado, Nov 17, 2011 <Not Available>. 2014-11-25 <http://citation.allacademic.com/meta/p503833_index.html>

APA Citation:

Webster, C. , 2011-11-17 "Teaching Assistant Perspectives on Departmental Teaching Philosophy" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Denver Convention Center, Denver, Colorado <Not Available>. 2014-11-25 from http://citation.allacademic.com/meta/p503833_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: TAs in university FL programs constructed pedagogical beliefs relative to best practices articulated by language program directors in differing ways. In two programs, TAs ascribed teaching philosophy to their LPDs. In the third program, TAs followed no clear teaching philosophy. Insights are provided into how the LPD shapes TA beliefs.


Similar Titles:
Interpret the Meaning of Being a Teacher: Voice from New Chinese Teaching Assistants' Perspective

Perspective Taking to Improve Attitudes Towards International Teaching Assistants: The Role of National Identification and Prior Attitudes

The Professional Development of Foreign Language Teaching Assistants from the Perspectives of Graduate Students, Their Supervisors, and Faculty

Discourse among Graduate Mathematics Teaching Assistants: The role of a student perspective


 
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