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Enquiry into a Self-regulated Teaching Assistant Development Program in China: The Yin and Yang of Success

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Emerging Issues in Smart Learning

Part of the book series: Lecture Notes in Educational Technology ((LNET))

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Abstract

This paper presents a qualitative study aimed at identifying the quality of graduate student engagement in a self-regulated teaching assistant development program of an international university in Macau, China. The study also intended to test the relevance of a virtual mechanism, operated asynchronously through the Internet, for keeping both communication and reflection alive within the space of the project. Grounded Theory was selected for data analysis. Empirical data was extracted from non-structured interviews and class observation reports. Empirical evidence shows that the participants have primarily been concerned with the meaning of their actions, and only secondarily with criteria situated in the context of that meaning. Implications of this study and suggestions for subsequent efforts to highlight the potential impact of new media in self-regulated teacher education programs are included.

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Author information

Authors and Affiliations

  1. Faculty of Psychology and Education, University of Saint Joseph, Macau, China

    Carlos Vasconcelos-Lopes

Authors
  1. Carlos Vasconcelos-Lopes
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Correspondence to Carlos Vasconcelos-Lopes .

Editor information

Editors and Affiliations

  1. Beijing Normal University, Beijing, China

    Guang Chen

  2. Athabasca University, Athabasca, Canada

    Vive Kumar

  3. Athabasca University, Edmonton, Alberta, Canada

    Kinshuk

  4. Beijing Normal University, Beijing, China

    Ronghuai Huang

  5. Hong Kong Institute of Education, Hong Kong, Hong Kong SAR

    Siu Cheung Kong

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Vasconcelos-Lopes, C. (2015). Enquiry into a Self-regulated Teaching Assistant Development Program in China: The Yin and Yang of Success. In: Chen, G., Kumar, V., Kinshuk, ., Huang, R., Kong, S. (eds) Emerging Issues in Smart Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44188-6_24

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