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Mentoring Teacher Assistants to Use Online Tools

Mentoring Teacher Assistants to Use Online Tools

Grisel M. Garcia Perez
Copyright: © 2017 |Pages: 16
ISBN13: 9781522504832|ISBN10: 1522504834|EISBN13: 9781522504849
DOI: 10.4018/978-1-5225-0483-2.ch013
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MLA

Perez, Grisel M. Garcia. "Mentoring Teacher Assistants to Use Online Tools." Preparing Foreign Language Teachers for Next-Generation Education, edited by Chin-Hsi Lin, et al., IGI Global, 2017, pp. 245-260. https://doi.org/10.4018/978-1-5225-0483-2.ch013

APA

Perez, G. M. (2017). Mentoring Teacher Assistants to Use Online Tools. In C. Lin, D. Zhang, & B. Zheng (Eds.), Preparing Foreign Language Teachers for Next-Generation Education (pp. 245-260). IGI Global. https://doi.org/10.4018/978-1-5225-0483-2.ch013

Chicago

Perez, Grisel M. Garcia. "Mentoring Teacher Assistants to Use Online Tools." In Preparing Foreign Language Teachers for Next-Generation Education, edited by Chin-Hsi Lin, Dongbo Zhang, and Binbin Zheng, 245-260. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0483-2.ch013

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Abstract

This chapter indicates how a group of Teaching Assistants (TAs) was trained in the use of technology to help students enrolled in large first year Spanish classes excel in learning of Spanish as a foreign language. Framed by the Communities of Practice theory proposed by Wenger (1998), this study supports the theory that by examining their practices, trainees may become more effective in what they learn. Six TAs participated in the study and their reflection-on-action logs were examined and compared to the trainer's personal observations. Interpretation of the results was then carried out by comparing parallel and dissimilar ideas which were then used as focus for discussion. Outcomes support the theory that communities of practice and reflective inquiry are valuable teacher training tools.

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