ABSTRACT
The training of graduate teaching assistants (GTAs) is a topic of continuing interest (e.g., Lowman & Mathie, 1993; Meyers et al., 1997; Norcorss, Hanych, & Terranova, 1997; Nyquist, Abbott, & Wulff, 1990; Prentice-Dunn & Rickard, 1994; Sprague & Nyquist, 1990; Weimer, Svinicki, & Bauer, 1990). Two general themes permeate this literature: (a) concern about the availability and use of teaching and training opportunities (Meyers et al., 1997; Norcross et al., 1997), and (b) delineation of the extant procedures for training or supporting GTAs (Lowman & Mathie, 1993; Meyers et al., 1997; Nyquist et al., 1990; Prentice-Dunn & Rickard, 1994; Sprague & Nyquist, 1990; Weimer et al., 1990).
