ABSTRACT

The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence from the wider sector and discussed within the context of UK higher education. The outcomes point to the positive impact of ACs for institutions and students with regard to learning, employability, professional confidence, and gaining a qualification. The consensus is that courses lead to a noticeable enhancement of professional knowledge, ability, and confidence.

摘要

本研究的重点是通过认可和非认可课程（AC 和 NAC）为研究生助教 (PGTA) 集中提供专业发展机会，以及他们的感知和实际收益。伯明翰大学（英国）课程影响的证据与来自更广泛部门的证据综合在一起，并在英国高等教育的背景下进行了讨论。结果表明，ACs 在学习、就业能力、专业信心和获得资格方面对机构和学生产生了积极影响。共识是课程可以显着提高专业知识、能力和信心。