著者

李 麗花 野瀬 健 丸野 俊一

出版者

九州大学基幹教育院

雑誌

基幹教育紀要

巻号頁・発行日

no.6, pp.33-49, 2020-02-28

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At Japanese universities, the TA (teaching assistant) system that began in 1992 has continued for over 20 years. Despite the qualities of individual TAs being the most important component of the TA system, few universities have offered training programs aimed at improving such qualities. To clarify what kind of TA education is needed for current university education, this paper discusses how the current TA system is evaluated and how it should be reformed based on the results of a survey at Kyushu University. The new Kyushu University TA system that will be implemented starting in October 2019 will be managed and operated by the university headquarters through the Kyushu University education innovation initiative. The new TA system contains three levels of TA category: basic TA (BTA), advanced TA (ATA), and teaching fellow (TF). In addition, TA training programs that are suitable for each TA level have been newly introduced to promote TAs' own learning improvements through their work, and the hourly wage of TAs have been increased to improve their treatment. At the same time, it has been suggested that TAs are positioned as a part of university education improvements as one group of two-way education implementers as well as engaging in one-way learning. Although the new TA system was formed based on agreements of challenges determined by a survey, many concerns still remain about its introduction. Based on this discussion, we have pointed out the role and importance of TAs in university education and provided guidelines for future TA system reforms at universities.