ABSTRACT

International Graduate Teaching Assistants (GTAs) have often been characterised as lacking training, skills, English language proficiency and knowledge of the ‘host’ education system. In this study, a group of 18 GTAs from postcolonial countries were interviewed, to explore their perceptions of transitioning into UK higher education teaching at one institution. I use the Contact Zone as a framework to understand these GTAs’ experiences. The Contact Zone lens shows that GTAs are actively bringing resources and experiences to teaching, rather than ‘lacking’. By focusing on a sub-group of GTAs from postcolonial countries, this research challenges the notion that international GTAs constitute a homogenous category.

摘要

国际研究生助教（GTA）通常被认为缺乏培训，技能，英语水平以及对“东道国”教育系统的了解。在这项研究中，采访了来自后殖民国家的18个GTA小组，以探讨他们对在一个机构中过渡到英国高等教育教学的看法。我使用“联系区域”作为了解这些GTA经验的框架。接触区镜头表明，GTA正在积极地将资源和经验带到教学中，而不是“缺乏”。通过关注来自后殖民国家的GTA的一个子类，本研究对国际GTA构成同质类别的观念提出了挑战。