Purpose: Graduate teaching assistants (GTAs) often play a vital role in the delivery of university programs, yet GTAs may lack pedagogical experience. The purpose of this study was to explore the perceptions of GTAs during their first semester of university teaching. Specifically, we provide a descriptive account of the GTAs’ lived experiences and how departments can best prepare GTAs. Method: Four first-year GTAs at a university in the United States participated in the study. Data collection included participant journals, focus group interviews, and individual interviews. Results: Utilizing situated learning theory as a theoretical frame, data sources generated four themes. GTAs reported positive experiences as ample support was provided, expectations were outlined, experiential learning occurred, and confidence increased through the establishment of routines. Discussion/Conclusion: Findings indicated that GTAs can acclimate to their new universities and responsibilities with guidance, resources, and support.

目的：研究生助教 (GTA) 通常在大学课程的实施中发挥着至关重要的作用，但 GTA 可能缺乏教学经验。本研究的目的是探讨 GTA 在大学教学第一学期的看法。具体来说，我们提供了 GTA 的生活经历以及各部门如何最好地准备 GTA 的描述性说明。方法：美国一所大学的四名一年级 GTA 参与了这项研究。数据收集包括参与者日记、焦点小组访谈和个人访谈。结果：利用情境学习理论作为理论框架，数据源产生了四个主题。 GTA 报告了积极的经历，因为提供了充足的支持，概述了期望，进行了体验式学习，并通过建立惯例增强了信心。讨论/结论：调查结果表明，大多伦多地区可以在指导、资源和支持下适应新的大学和职责。