Teaching Assistants: Teachers in Training

Serving as a graduate Teaching Assistant or “TA” provides graduate students with opportunities to experience and learn what it is like to teach. The role of the TA often depends on her/his subject matter expertise for the course. Whether serving as a professor’s assistant or primary teaching support, teaching class part-time, or as the primary teacher for a course, a graduate student TA experiences firsthand the joys and challenges of teaching. Serving as a TA is often the first real teaching experience for those aspiring to become a faculty member. Although TA’s usually have experience performing research, writing, and working with colleagues both faculty and graduate students alike, they often lack real teaching experience. Serving as a TA helps them understand the important difference of being in front of the classroom and sitting within it.

TA’s are compensated. TA’s receive a significant stipend plus payment of their tuition and fees. In return, TA’s work 20 hours per week. TA’s usually have some background in the course or courses for which they serve as a TA. TA’s often have taken the course or related courses for which they serve as a TA. In return, TA’s often have office or lab hours in which they work with students. TA’s help grade exams and papers subject to the professor’s judgment. Also, TA’s may lead exam review sessions. Most importantly, professors often assign TA’s to work one-on-one with students having difficulty with the course.

All of the TA’s roles and responsibilities not only assist the professor, help students learn the course’s content, and build a sense of classroom community but also provide the TA with valuable training. How well a TA benefits from this training is directly related to how well s/he teaches when s/he becomes a professor. This training enables a TA to better communicate her/his expertise to her/his students when s/he becomes a faculty member. Serving as a TA is integral to a TA’s success when s/he becomes a professor because the experience will enable her/him to teach more effectively and enhance students’ learning.

Author: Stephen Coffin

I am a Ph.D. candidate in Education at the Graduate School of Education, Rutgers University; teach school finance as an adjunct professor at the Graduate School of Education, Montclair State University; and focus my passion for studying education on charter schools, education finance, school choice, equal educational opportunity, educational equity, education policy, and community economic development. Please contact me at stephencoffin@aol.com.

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