Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers

The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES...

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Bibliographic Details
Published inJournal on excellence in college teaching Vol. 23; no. 3; pp. 99 - 127
Main Authors Ates, B, Eslami, Z. R
Format Journal Article
LanguageEnglish
Published Miami University 2012
Subjects
Age Differences
Case Studies
Electronic Journals
English (Second Language)
English Teachers
Higher Education
Multicultural Education
Native Speakers
Preservice Teacher Education
Preservice Teachers
Qualitative Research
Self Concept
Student Attitudes
Teacher Characteristics
Teacher Qualifications
Teacher Student Relationship
Teaching Assistants
United States (Southwest)
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Summary:The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES GTAs and one NES GTA participated in the study. Online journal entries and interviews were the data sources that facilitated an in-depth analysis of the GTAs' perspectives. The study underscores major challenges NNES GTAs faced in their efforts to be recognized as legitimate and competent instructors in their classrooms. The authors present the common themes that emerged from the study and provide recommendations for ESL teacher education programs and ITA educators to evaluate the support provided to GTAs before and during their teaching experiences. (Contains 2 tables and 1 footnote.)
ISSN:1052-4800