PhD project: Marie Lambert, Centre de Didactique Universitaire, University of Fribourg, Switzerland Supervision: Prof. Bernadette Charlier, Centre de Didactique Universitaire, University of Fribourg, Switzerland FOR FURTHER CONTACT Marie Lambert INTRODUCTION Definition: A teaching assistant is any postgraduate student who teaches (usually undergraduate students) part-time, on a paid basis, whilst also engaged as a research student at the university. (Park, 2002, p. 1) The assistantship model generates at the same time benefits and difficulties for the teaching assistants: Some of these problems can be addressed and even solved by the teaching assistants themselves through their professional development. The participation in formal programmes (training, mentoring) is the most common way of achieving this process (Muzaka, 2009). But the importance of informal learning (observation, learning by doing, sharing with others) should not be underestimated (Perruchet, 2008). RESEARCH QUESTIONS In the present research the professional development of teaching assistants is considered as: a long-term and in-depth process a situated process the result of formal and informal learning related to teaching and research activities Research questions: In which conditions do the teaching assistants develop professionally? What is the respective importance of formal and informal learning in their professional development? What is the influence of the relational and institutional context in which they work on their professional development? What is the influence of the biographical aspects (studies and previous professional experience, present experience as a teaching assistant, professional project after the assistantship) on their professional development? METHODOLOGY IMPACTS OF THE RESEARCH valorisation of the practices of the teaching assistants proposal of a model of professional development for teaching assistants recommendations to develop and improve the support to teaching assistants (guidance, supervision, training, mentoring) The Professional Development of Teaching Assistants in Higher Education REFERENCES Connan, P., Falcoz, M., & Potocki-Malicet, D. (2008). Etre chercheur au XXIe siècle. Une identité éclatée dans des univers en concurrence. Villeneuve d'Ascq: Presses Universitaires du Septentrion. Hofstetter, R., & Lévy, M. (1990). Fonction: assistant. Enquête auprès des assistants de la Section des Sciences de l'Education. Cahiers des Sciences de l'éducation. Université de Genève, Faculté de psychologie et des sciences de l'éducation, Section des sciences de l'éducation, 62. Lewis, K. G. (1997). Training Focused on Postgraduate Teaching Assistants: the North American Model (Seminar Report-CVCP). Retrieved from Muzaka, V. (2009). The niche of Graduate Teaching Assistants (GTAs): perceptions and reflections. Teaching in Higher Education, 14(1), Park, C. (2002). Neither fish nor fowl? The perceived benefits and problems of using Graduate Teaching Assistants (GTAs) to teach undergraduate students. Higher Education Review, 35(1), Park, C. (2004). The graduate teaching assistant (GTA): lessons from North American experience. Teaching in Higher Education, 9(3), Perruchet, A. (2008). Le doctorat: un investissement rentable? Approches économiques et sociologiques. Paris: L'Harmattan. STEP 1STEP 2STEP 3 Population = teaching assistants in their 3rd and 4th year of assistantship at the University of Fribourg Selection of a representative sample (criteria = gender and field) Semi-structured interviews based on a retrospective approach Collection of useful documents (eventual logbook or portfolio, description of the programmes the teaching assistants took part in, etc.) Retranscription of the interviews and content analysis Validation of the results by the interviewees Analysis of the collected documents NEXT STEP IN THE PROJECT Elaboration of the theoretical framework with the following concepts: Elaboration of a model of professional development for teaching assistants BENEFITSDIFFICULTIES teaching experiences (Park, 2004) first steps into the academic career (Park, 2004) a financial support during the PhD research (Lewis, 1997) the development of generic skills (Perruchet, 2008; Muzaka, 2009) heavy workloads (Hofstetter & Lévy, 1990) a lack of preparation to teaching activities (Hofstetter & Lévy, 1990) and to research activities (Perruchet, 2008) an ambiguous status in the departments (Muzaka, 2009) a strong uncertainty for their professional career after the assistantship (Connan, Falcoz,& Potocki-Malicet, 2008) learning (professional learning, formal and informal learning, experiential learning) trajectories (professional trajectories, professional transitions, lifelong learning) staff development (guidance, supervision, mentoring, training) institutional context (organisational structure, values, management strategies) professional development (professional identity, professional socialization)