Brown, Nicole

Collins, Jo

IRVING-BELL, DAWNE

Leigh, Jennifer

MOSCROP, CLAIRE

Rudinow Saetnan , Eli

Negotiating Higher Education: Building confidence for Graduate Teaching Assistants an Institutional ApproachNegotiating Higher Education can be a difficult and daunting experience, and this is of course is no less of an issue for Graduate Teaching Assistants (GTAs) than it is for any other category of student. Against a backdrop of neoliberalism, the forces of the market economy have led to much debate around the value, purpose and role of a university education. In the same way that those working in Higher Education must help to ensure that their ‘fee-paying’ students develop professional, work-related competencies during their course of study, the same opportunities to develop ‘work-readiness’ skills and attributes should also be afforded to GTAs. As those working to support GTAs know only too well, securing the ‘PhD’ is only a very small part of the GTA story. Adopting a workshop approach, in this presentation, we outline the issues faced by GTAs, and instigate debate relating to the dichotomy of being ‘a student’ whilst also being expected to exhibit expertise in their emergent role as a ‘lecturer’ (Irving-Bell, 2018). Based on our research (ibid) and own experiences of working with GTAs specifically, we bring to the fore the significance that personal learning histories play in the construction of a GTAs individual identity as a learner and discuss how the adoption of supportive strategies can help GTAs to overcome feelings of anxiety, inadequacy or vulnerability, emotional responses to situations which may restrict the development of self-efficacy. Finally, we move onto to present for analysis and open discussion the structured programme of supportive strategies we employ within our own institution, which, through a combination of formal and informal approaches is designed to help ensure that as they complete their PhD, should they wish to do so, our GTAs emerge as confident and competent teachers, ready to embark upon their career in Higher Education.  <br/

Edge Hill University Research Information Repository

Negotiating Higher Education: Building confidence for Graduate Teaching Assistants an Institutional ApproachDr Dawne Irving-Bell, Edge Hill University  belld@edgehill.ac.ukClaire Moscrop, BPP University Clairemoscrop@bpp.com@belld17   @tigmoscropGTA Developers’ Forum24th & 25th June 2019, University of BristolEdge Hill UniversityIntroduction Negotiating Higher Education can be a difficult and daunting experience, and this is of course is no less of an issue for GTAs than it is for any other category of student.   As those working to support GTAs know only too well completing the ‘PhD’ is only a very small part of the GTA story. GTAs challenges Institutions challenges Workload Ensure the well-being of staffImposter syndrome Provide high quality developmental support Teaching concerns Assure quality of teachingResearch The significance that experience-related beliefs play in the construction of the GTAs professional identity. How approaches to learning are influenced by previous experiences and how in turn the meaning assigned to these experiences influence not only their approaches to learning, but also their approaches to teaching. The dichotomy of being a student whilst also being expected to exhibit expertise in the emergent role as a lecturer (Irving-Bell, 2018)Negotiating a dual identity Irving-Bell, D. (2018). The formation of science, technology, engineering and mathematics teacher identities: pre-service teacher’s perceptions. Lancaster University. https://doi.org/10.17635/lancaster/thesis/404Edge Hill UniversityAt Edge Hill University we appoint between 35-40 new Graduate Teaching Assistant’s (GTAs) each year. As they work to complete their doctoral studies each is also  contracted to contribute to the wider of work of their department and engage in teaching activity for the equivalent of 6 hours per weekFollowing recent changes this commitment to teach does not begin until the second semester of their first year with us. Context Edge Hill UniversityOur strategy All GTAs attend and complete an ‘Introduction to Teaching in Higher Education’ programmeNo teaching activity until semester two of their first yearAt no cost, and with time allocated, all are able to undertake our PGCert in Teaching in Higher Education In addition to their supervisory team, departmental line manager and mentor, while undertaking the PGCert each is assigned a Personal Academic Tutor (PAT)Option to complete the first module of the PGCert only in order to gain AFHEA (D1) Our PGCert is accredited and upon completion they gain FHEA (D2)A structured approach… Edge Hill UniversityImproved retention and hence PhD Completion, excellent employment outcomes and most importantly happier, more confident, competent and capable GTAs ready to embark upon their career in Higher Education: Outcomes The triple threat ….  In addition to their PhD our GTAs have:1. 3 years experience of teaching in Higher Education, 2. PGCert in Teaching in Higher Education  3. Advance HE Fellowship (FHEA). “Just a quick note with some good, but sad news … I have accepted a job at XXX and I just wanted to say thank you for all of your help and support during my three years here. The PGCert and Fellowship have had a massive contribution to my development … and contributed hugely to me being successful in securing the new job. I’m leaving EHU a completely different person”One of our GTAs, 2019AnyQuestions? Dr Dawne Irving-Bell   @belld17      Claire Moscrop  @TigmoscropThank you for listening

Negotiating Higher Education: Building confidence for Graduate Teaching Assistants an Institutional Approach:The GTA Developers’ Forum.

https://research.edgehill.ac.uk/ws/portalfiles/portal/20531383/GTA_forum_University_of_Bristol_2019.pdf

Negotiating Higher Education: Building confidence for Graduate Teaching Assistants an Institutional Approach:The GTA Developers’ Forum.

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