Date of Award

5-20-2005

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Leadership, Counseling, and Foundations

Major Professor

Johnson, Barbara J.

Second Advisor

Killacky, Jim

Third Advisor

Thomas, Janice

Fourth Advisor

Wells, Amy

Abstract

The purpose of this study was to identify the relationship between teaching assistantship training while in graduate school and the perceived preparation of new faculty entering the academy. This study also took into account the types of tasks participants completed while serving as teaching assistants and how those tasks related to preparation for faculty life. Through the participants shared experiences three positive themes emerged from their experiences as new faculty. Additionally, the participants perceptions of the faculty work role were strengthened as a result of the teaching assistant experience. Unfortunately, five negative or less desirable themes emerged indicating that additional training is needed during the teaching assistantship experience to better prepare doctoral students for the faculty work role. Taken together, the themes discovered from this study not only necessitate the need for future research but also support implementation of training for all teaching assistants who aspire to enter the academy. By focusing on the teaching assistantship as a possible training mechanism, the experiences of new faculty can be further enhanced.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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