Ryan, B. J. (2014). Graduate Teaching Assistants; Critical Colleagues or Casual Components in the Undergraduate Laboratory Learning? An Exploration of the Role of the Postgraduate Teacher in the Sciences. European Journal of Science and Mathematics Education, 2(2), 98–105.
This article reviews graduate teaching assistant (GTA) training in Europe specifically in the context of a structured PhD programme. The author is from the College of Sciences and Health, Dublin Institute of Technology, Ireland. He argues that when the style of a laboratory is to promote the skills of the research scientist (rather than an expository style lab) then the GTA is critical to laboratory teaching. He concludes with seven recommendations for practice: provide correct training before the GTA teaches and support during their teaching duties; foster a community of practice among GTAs; couple minimal curriculum change with appropriate GTA training in inquiry based learning; inform students of third level education expectations, their role in their learning and involve them in laboratory design; encourage fluid and ‘peer’-like interaction between the GTA and the undergraduate; and include GTAs in the development of the laboratories and the teaching community. To fully benefit from GTAs, they must be equipped with the skills required to enhance the learning experience of undergraduates, teach in a stimulating and research orientated environment, and be supported by their mentoring academic and institute.