ABSTRACT

This article reports on a study with over 100 Graduate Teaching Assistants (GTAs), 69 of whom were international GTAs. We explore their experiences of ‘cultural bumps’ in their transition into one UK University. Following the principles of practice-based enquiry, data collection combined interviews with data generated in workshops, including transcripts, fieldnotes, student feedback and LEGO® models. We focus on three themes of starting teaching, essay marking and classroom boundaries to explore ‘cultural bumps’ where GTAs experience adjustment stresses transitioning into UK higher education teaching. We connect ‘cultural bumps’ to challenges reconciling teaching and researcher roles for GTAs. We conclude with an agenda for research work to further develop our understanding of international GTAs’ experiences.

摘要

本文报道了一项针对 100 多名研究生助教 (GTA) 的研究，其中 69 名是国际 GTA。我们探讨他们在过渡到一所英国大学时的“文化颠簸”经历。遵循基于实践的探究原则，数据收集将访谈与研讨会中生成的数据相结合，包括成绩单、实地记录、学生反馈和 LEGO® 模型。我们专注于开始教学、论文评分和课堂界限三个主题，以探索 GTA 体验调整强调过渡到英国高等教育教学的“文化颠簸”。我们将“文化碰撞”与协调 GTA 的教学和研究人员角色的挑战联系起来。我们以研究工作议程结束，以进一步加深我们对国际 GTA 经验的理解。