Characterising learning in a demonstrator community serving first-year chemistry students at a South African university

 

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dc.contributor.advisor Davidowitz, Bette en_ZA
dc.contributor.advisor Rollnick, Marissa en_ZA
dc.contributor.author Wallace, P Karen en_ZA
dc.date.accessioned 2015-01-05T18:57:51Z
dc.date.available 2015-01-05T18:57:51Z
dc.date.issued 2010 en_ZA
dc.identifier.citation Wallace, P. 2010. Characterising learning in a demonstrator community serving first-year chemistry students at a South African university. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/11507
dc.description Includes abstract. en_ZA
dc.description Includes bibliographical references (p. 230-242). en_ZA
dc.description.abstract Teaching assistants (or demonstrators as they are called at South African universities) have become indispensable to the delivery of teaching particularly to first-year students, due mainly to the growing need in tertiary institutions to balance increasing student numbers and needs with pressure on academic staff time and institutional resources. At most universities the role of teaching assistants falls to postgraduate students who are being trained in disciplinary research. In addition to funding their own studies, their participation in teaching activities is increasingly being recognised as preparation for possible careers in tertiary teaching. This study explored learning in a community of demonstrators in the first-year laboratories of a chemistry department at a South African university. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Chemistry en_ZA
dc.title Characterising learning in a demonstrator community serving first-year chemistry students at a South African university en_ZA
dc.type Doctoral Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Science en_ZA
dc.publisher.department Department of Chemistry en_ZA
dc.type.qualificationlevel Doctoral
dc.type.qualificationname PhD en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Wallace, P. K. (2010). <i>Characterising learning in a demonstrator community serving first-year chemistry students at a South African university</i>. (Thesis). University of Cape Town ,Faculty of Science ,Department of Chemistry. Retrieved from http://hdl.handle.net/11427/11507 en_ZA
dc.identifier.chicagocitation Wallace, P Karen. <i>"Characterising learning in a demonstrator community serving first-year chemistry students at a South African university."</i> Thesis., University of Cape Town ,Faculty of Science ,Department of Chemistry, 2010. http://hdl.handle.net/11427/11507 en_ZA
dc.identifier.vancouvercitation Wallace PK. Characterising learning in a demonstrator community serving first-year chemistry students at a South African university. [Thesis]. University of Cape Town ,Faculty of Science ,Department of Chemistry, 2010 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11507 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Wallace, P Karen AB - Teaching assistants (or demonstrators as they are called at South African universities) have become indispensable to the delivery of teaching particularly to first-year students, due mainly to the growing need in tertiary institutions to balance increasing student numbers and needs with pressure on academic staff time and institutional resources. At most universities the role of teaching assistants falls to postgraduate students who are being trained in disciplinary research. In addition to funding their own studies, their participation in teaching activities is increasingly being recognised as preparation for possible careers in tertiary teaching. This study explored learning in a community of demonstrators in the first-year laboratories of a chemistry department at a South African university. DA - 2010 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 T1 - Characterising learning in a demonstrator community serving first-year chemistry students at a South African university TI - Characterising learning in a demonstrator community serving first-year chemistry students at a South African university UR - http://hdl.handle.net/11427/11507 ER - en_ZA


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