Characterising learning in a demonstrator community serving first-year chemistry students at a South African university

Teaching assistants (or demonstrators as they are called at South African universities) have become indispensable to the delivery of teaching particularly to first-year students, due mainly to the growing need in tertiary institutions to balance increasing student numbers and needs with pressure on academic staff time and institutional resources. At most universities the role of teaching assistants falls to postgraduate students who are being trained in disciplinary research. In addition to funding their own studies, their participation in teaching activities is increasingly being recognised as preparation for possible careers in tertiary teaching. This study explored learning in a community of demonstrators in the first-year laboratories of a chemistry department at a South African university.

Grantor dc:publisher.institution

Department of Chemistry

Year dc:date.issued

2010

Author dc:creator

• Wallace, P Karen

Advisors dc:contributor.advisor

• Davidowitz, Bette
• Rollnick, Marissa

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/11507

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/11507