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