ABSTRACT
For many years postgraduate students and post-doctoral researchers have assisted with the teaching of undergraduates in science laboratories. What is new is that increasing attention is now being given to ensuring that these graduate teaching assistants (GTAs) receive some formal instruction before being let loose on students. For three years, experimental workshops have been offered at the Imperial College of Science, Technology and Medicine, University of London, to address relevant issues. Preliminary research revealed that GTAs’ main concerns are about their own knowledge of the subjects they teach and about coping with students. This chapter describes a simulation exercise developed to assist physics GTAs who have to supervise laboratory teaching.
