ABSTRACT
This chapter explores what makes for a brilliant teaching assistant (TA) and that becoming a brilliant TA is never an end point but an ever-continuing journey. Academic research affirms the tremendous contribution that TAs can make but adds the caveat that, in order for TAs to make a difference they need to be well trained and well managed. One useful way of thinking about knowing is illustrated by the views of who sees knowledge as the foundation for action but argues that more than just knowledge is needed to become an effective practitioner or a brilliant TA. To be brilliant TAs need to do both, that is, reflect on action and reflect in action. In order for reflection to be used to its potential as a constructive means for improving practice, reflection needs to be considered. Writing reflective accounts are a very good way to make sense of what has happened and to learn from experience.
