Teaching in Higher Education ( IF 2.4 ) Pub Date : 2021-02-09 , DOI: 10.1080/13562517.2021.1881774 Jo Collins 1
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.
中文翻译:
导航联系区域:英国高等教育机构在殖民地时期研究生助教的经历
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。