Journal of Learning and Teaching
The Role of a Teaching Assistant: Effective Practice for Student Learning and for Developing as a Teacher? Eamon Grimes, Sport and Exercise Science Abstract In this paper I consider whether the role of a teaching assistant can be important for both teaching support and for individual learning and development. Reflecting on my own experiences of working as a teaching assistant I discuss whether I positively impacted student learning, but equally if I have personally developed in my capacity to teach and work collaboratively with students. Fundamental to the discussion is the notion that both my relationship and communication with the teacher and with the students will impact the effectiveness of my practice and ultimately the students’ learning. Examples of approaches and strategies experienced are discussed, such as a room management strategy derived from Cremin et al. (2003)’s model for teacher and teaching assistant collaborative teamwork. The discussion provides an insight into the impacts of working in this role, and considers whether it may be important for the initial stages of the pedagogical process.
Introduction The role of a teaching assistant is essentially to provide support for students in the learning environment. The tasks of teaching assistants predominantly consist of providing individual support
lead lecturer. As a novice to teaching I will reflect on whether I felt I contributed to the students’ learning experience and also whether working as an associate lecturer has impacted my own approach or philosophy towards both teaching and learning.
to students with specific needs, however the role has extended to
Before discussing my experiences it is important to put the
encompass work that involves whole class, group and individual
teaching into context. I was employed as an associate lecturer at a
work that supports more inclusive approaches to teaching and
university institute and worked on research methods and statistics’
learning (Burgess and Mayes, 2009). The use of teaching support
modules for courses in the department of sport and exercise
is widespread in England, particularly in primary schools for which
science. Having recently graduated from the same institute, in a
in 2000 there was a full-time support staff employee for every 2.7
Masters in sport and exercise psychology, I was familiar with the
teachers (Cremin, Thomas and Vincett, 2003). Furthermore, many
teaching environment, staff and, to an extent, the content. The
individuals across the educational field, reportedly up to fifty per
sessions I assisted with involved working with students from a
cent of employees in some faculties (Mueller et al., 1997), have
variety of sports-based courses, including first year, second year
worked in a teaching assistant, or teaching support, capacity
and masters’ students, during computer practical sessions. My
at some stage in their career. Whilst the presence of teaching
primary role during these sessions was to provide support to
assistants has become commonplace in schools, in higher
students whilst using statistical computer software. The support
education institutes associate lecturers are being employed to fulfil
was required as the sessions could include up to thirty students
various roles and responsibilities that are comparable to that of a
at one time, many of whom were novices to the software and
teaching assistant. Teaching assistants are often individuals who
therefore two working staff were required to provide enough
are experienced learners but also neophyte teachers and so they
support for an entire group. These experiences will be discussed
can provide some useful insight into both teaching and learning
as two distinct but interrelated sections; interaction with the
processes, yet they remain an understudied group (Helland, 2010;
lecturer, and interaction with the students.
Luo, Grady and Bellows, 2001). The current discussion will focus on my experiences of employment as an associate lecturer at a higher
Interaction with the Lecturer
education institute during which I assisted with teaching sessions.
When reflecting on my interaction with the lead lecturer, the
I will consider whether the role of the associate lecturer can be
questions I consider are; did working with the lecturer impact
perceived as an important stage in pedagogical development
my own approach to teaching? What was my role during the
as it provides a unique platform to both gain experience whilst
sessions? Did our collaborative teamwork enhance the students’
working with students, yet equally observe the interactions of the
learning? Or perhaps, did we even work collaboratively? I was
2012 Series: Paper 4