Being a Teacher Assistant at the University: Experiences and Insights.

Abstract

The objective of this qualitative study is to analyze the lived experiences of students who worked as teacher assistants in a university located in Ecuador. Following a phenomenological design, the study examines the different experiences of three university students that have been teaching assistants for a period of two semesters. To collect the data, 4 interviews were conducted to each participant regarding each one of the phases related to their teaching assistantship experience. The first interview, focused on the previous experiences up to the phenomenon detailed the lived history of the participants previously to enroll in the major, and to start the assistantship process. The second and third interview focused on the participants’ first and second time being a TA. These interviews delved on the activities, roles, and interactions of the participants with other actors involved in the assistantship process. The last interview entailed reflection about the process of assistantship and the different benefits and weaknesses. The study revealed that participants perceive the assistantship process as a meaningful experience that provides them with opportunities to learn, making them be perceived as a teacher, a friend, a role model and guide for students. These perceptions and experiences can be useful for the different participants involved in the process, and also new students who might be interested in enrolling to be TAs.