Foreign Language TAs' Perceptions of Training Components: Do We Know How They Like to Be Trained?  

Oleh:

BRANDL, KLAUS K.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 84 no. 3 (Sep. 2000), page 355-371.
Fulltext: Vol 84 no 3 pp.355-371.pdf (524.74KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/84 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This article describes a survey of foreign language teaching assistants' (TAs') perceptions of which elements of training they consider beneficial to their development as language instructors. Fifty-six novice and experienced TAs participated in the survey; 23 in follow-up interviews. The results of the survey, which distinguished between individual and group training methods, showed that informal discussions with peers and the supervisor, end-of-course student evaluations, and small-group in-class student interviews were rated highest. Preservice training was rated highest in the group training category. This article further discusses potential variables that support the rationales for the TAs' ratings and suggests that the TAs' self-initiative in seeking out advice, feedback data from students, the consultant's role, her or his rank and knowledge in formal feedback sessions, focused and concrete feedback, and the mode of data collection playa major role in determining the degree of success of the training method.

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