ABSTRACT The study explores graduate teaching assistants’ (GTAs) perceptions of misbehaviors of other GTAs across multi-section introductory communication courses. Utilizing the teacher misbehaviors’ typology, this study examines novice teachers’ perceptions of teacher misbehaviors. A convenience sample of current introductory course graduate teaching assistants (N = 55) responded to open-ended questions about what constituted teachers’ misbehaviors, why these communicative acts were perceived as misbehaviors, and how these misbehaviors were managed. Employing a thematic analysis, participants indicated the most frequent misbehavior related to indolence, followed by offensiveness and incompetence. Three new subcategories emerged as misbehaviors for this sample: inappropriate use of social media, coolness/peer affirmation, and dress/attire. Five categories for why behaviors and actions were perceived misbehaviors and six categories emerged as responses for managing the teacher misbehavior. The findings offer practical solutions and pedagogical suggestions for GTAs and course directors.

中文翻译：

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你做了什么？！：研究生助教在多部分介绍性交流课程中的不当行为

摘要 该研究探讨了研究生助教 (GTA) 对跨多部分介绍性传播课程的其他 GTA 不当行为的看法。本研究利用教师不当行为的类型学，检验新手教师对教师不当行为的看法。当前介绍性课程研究生助教（N = 55）的便利样本回答了有关教师不当行为的构成，为什么这些交流行为被视为不当行为以及如何管理这些不当行为的开放式问题。使用主题分析，参与者指出与懒惰有关的最常见的不当行为，其次是冒犯性和无能。该样本出现了三个新的子类别作为不当行为：社交媒体的不当使用、冷静/同伴肯定和着装/服装。为什么行为和行为被认为是不当行为的五个类别和六个类别作为管理教师不当行为的回应出现。调查结果为 GTA 和课程主管提供了实用的解决方案和教学建议。