Challenges Faced by Teaching Assistants in Computer Science
Education Across Europe

D 2021

Challenges Faced by Teaching Assistants in Computer Science Education Across Europe

RIESE, Emma, Madeleine LORÅS, Martin UKROP a Tomáš EFFENBERGER

Základní údaje

Originální název

Challenges Faced by Teaching Assistants in Computer Science Education Across Europe

Autoři

RIESE, Emma (752 Švédsko), Madeleine LORÅS (578 Norsko), Martin UKROP (703 Slovensko, garant, domácí) a Tomáš EFFENBERGER (203 Česká republika, domácí)

Vydání

Paderborn, Germany, Proceedings of the 2021 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’21), od s. 547-553, 7 s. 2021

Nakladatel

ACM

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

10201 Computer sciences, information science, bioinformatics

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

ACM Digital library Supplementary materials

Kód RIV

RIV/00216224:14330/21:00121376

Organizační jednotka

Fakulta informatiky

ISBN

978-1-4503-8214-4

ISSN

DOI

http://dx.doi.org/10.1145/3430665.3456304

Klíčová slova anglicky

Teaching assistants; TAs; challenges

Štítky

best1, core_A, firank_A

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 16. 11. 2022 10:47, RNDr. Tomáš Effenberger, Ph.D.

Anotace

V originále

Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this additional role in parallel with their own studies at the same institution. Previous research has shown that being a TA can be challenging but has mainly been conducted on TAs from a single institution or within a single course. This paper offers a multi-institutional, multi-national perspective of challenges that TAs in computer science face. This has been done by conducting a thematic analysis of 180 reflective essays written by TAs from three institutions across Europe. The thematic analysis resulted in five main challenges: becoming a professional TA, student focused challenges, assessment, defining and using best practice, and threats to best practice. In addition, these challenges were all identified within the essays from all three institutions, indicating that the identified challenges are not particularly context-dependent. Based on these findings, we also outline implications for educators involved in TA training and coordinators of computer science courses with TAs.

Návaznosti

MUNI/A/1195/2021, interní kód MU

Název: Aplikovaný výzkum v oblastech vyhledávání, analýz a vizualizací rozsáhlých dat, zpracování přirozeného jazyka a aplikované umělé inteligence

Investor: Masarykova univerzita, Aplikovaný výzkum v oblastech vyhledávání, analýz a vizualizací rozsáhlých dat, zpracování přirozeného jazyka a aplikované umělé inteligence

MUNI/A/1549/2020, interní kód MU

Název: Zapojení studentů Fakulty informatiky do mezinárodní vědecké komunity 21 (Akronym: SKOMU)

Investor: Masarykova univerzita, Zapojení studentů Fakulty informatiky do mezinárodní vědecké komunity 21

Citovat

RIESE, Emma, Madeleine LORÅS, Martin UKROP a Tomáš EFFENBERGER. Challenges Faced by Teaching Assistants in Computer Science Education Across Europe. Online. In Proceedings of the 2021 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’21). Paderborn, Germany: ACM, 2021, s. 547-553. ISBN 978-1-4503-8214-4. Dostupné z: https://dx.doi.org/10.1145/3430665.3456304.

@inproceedings{1758397,
   author = {Riese, Emma and Lorås, Madeleine and Ukrop, Martin and Effenberger, Tomáš},
   address = {Paderborn, Germany},
   booktitle = {Proceedings of the 2021 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’21)},
   doi = {http://dx.doi.org/10.1145/3430665.3456304},
   keywords = {Teaching assistants; TAs; challenges},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {Paderborn, Germany},
   isbn = {978-1-4503-8214-4},
   pages = {547-553},
   publisher = {ACM},
   title = {Challenges Faced by Teaching Assistants in Computer Science Education Across Europe},
   url = {http://dx.doi.org/10.1145/3430665.3456304},
   year = {2021}
}

TY  - JOUR
ID  - 1758397
AU  - Riese, Emma - Lorås, Madeleine - Ukrop, Martin - Effenberger, Tomáš
PY  - 2021
TI  - Challenges Faced by Teaching Assistants in Computer Science Education Across Europe
PB  - ACM
CY  - Paderborn, Germany
SN  - 9781450382144
KW  - Teaching assistants
KW  - TAs
KW  - challenges
UR  - http://dx.doi.org/10.1145/3430665.3456304
N2  - Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this additional role in parallel with their own studies at the same institution. Previous research has shown that being a TA can be challenging but has mainly been conducted on TAs from a single institution or within a single course. This paper offers a multi-institutional, multi-national perspective of challenges that TAs in computer science face. This has been done by conducting a thematic analysis of 180 reflective essays written by TAs from three institutions across Europe. The thematic analysis resulted in five main challenges: becoming a professional TA, student focused challenges, assessment, defining and using best practice, and threats to best practice. In addition, these challenges were all identified within the essays from all three institutions, indicating that the identified challenges are not particularly context-dependent. Based on these findings, we also outline implications for educators involved in TA training and coordinators of computer science courses with TAs.
ER  -

RIESE, Emma, Madeleine LORÅS, Martin UKROP a Tomáš EFFENBERGER. Challenges Faced by Teaching Assistants in Computer Science Education Across Europe. Online. In \textit{Proceedings of the 2021 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE ’21)}. Paderborn, Germany: ACM, 2021, s.~547-553. ISBN~978-1-4503-8214-4. Dostupné z: https://dx.doi.org/10.1145/3430665.3456304.

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