Collaborative Teaching in an Intensive Spanish Course

A Professional Development Experience for Teaching Assistants

Datos Bibliográficos

ID8937481
AutoresJonita Stepp‐Greany (Florida State University, autor de correspondencia)
Año2004
Volumen37
Número3
Páginas417-424
Fecha de publicación2004-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2004.tb02699.x
OpenAlexW2073562803
IdiomaEN
Citas recibidas4
Referencias citadas10

This pilot project was designed to provide professional development to teaching assistants (TAs) and improve undergraduate instruction in an intensive Spanish course through the use of collaboration and experiential instruction. TAs improved their teaching strategies, learned techniques to solve classroom problems, and reported satisfaction from relationships with students and one another. Difficulties for the TAs included finding common planning time, pacing the material, presenting a united front toward students, and handling a high level of novelty in the situation. Undergraduate students in the course reported positive attitudes toward Spanish language and culture and an increase in their ability to use Spanish for communication

Course (navigation · Experiential learning · Mathematics education · Medical education · Novelty · Pedagogy · Professional development · Teaching assistant · Teaching method · Team teaching · Collaborative Teaching and Inclusion · Engineering · Medicine · Psychology · Reflective Practices in Education · Second Language Learning and Teaching