JOLT 2012 - PAPER 4

Page 1

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


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