GTAs, Representation, and Student-Staff Partnership Work
Abstract
GTAs are in liminal space between studenthood and teacherhood. This can put them in a vulnerable position and lead to a loss of confidence. That confidence can be restrored through working in partnership with staff on learning and teaching issues. GTAs offer a unique perspective to such work due to their liminality but there is also a challenge to ensure that the partnership is equal and staff and GTAs do not slip back into a more supervisory relationship.References
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