Graduate teaching assistants' use of collaborative learning scripts in lesson planning and micro-teaching
Session Time and Location
Understanding and recognising how graduate teaching assistants (GTAs) carry out their teaching practice is of vital important as they play a key role in University teaching. However, their voices are often drowned in a complex environment, where competing demands, such as research and publications, jostle for time and attention. This study examined GTAs’ use of collaborative learning scripts through lesson planning and micro-teaching sessions. Findings are discussed in relation to academic developers’ understanding of how GTAs develop their knowledge and skills to engage students in meaningful collaborative learning and how best to design instructional support in learning how to teach.