Date of Award
Educational Leadership, Counseling, and Foundations
Johnson, Barbara J.
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.
Williams, Leonard, "From TA to Faculty Member: The Socialization of Doctoral Completers" (2005). University of New Orleans Theses and Dissertations. 248.