ABSTRACT
This chapter aims to provide faculty supervisors an evidence-based plan to help them support their graduate student teachers. Examinations of Graduate Teaching Assistant (GTA) experiences reported their graduate school experience was more meaningful, developed research capabilities, helped prepare individuals for future careers in academia, and generated transferable skills for careers outside of higher education. The GTA preparation and teaching support activities listed next demonstrate a systematic approach to GTA development and supervisor engagement. The use of case studies based on typical situations GTAs experience to lead teaching-related discussion is helpful for raising awareness. GTAs should be introduced by their supervisor or a qualified designee to essential elements of instruction for their discipline and their course. GTAs are often anxious because they perceive that they do not know enough content, are unskilled, and lack standing in their own minds. Supervisor behaviors like openness, warmth, and acceptance toward their GTA ease conversations and allow GTAs to enter professional dialogue about teaching-related matters.
