Comparing Teaching Assistants in American and Vietnamese Tertiary Education
T eaching assistants (TAs) play a crucial role in tertiary education,
supporting faculty and enhancing the learning experience for students.
While the concept of TAs exists in both American and Vietnamese higher
education systems, their roles, responsibilities, and the training they receive can vary
significantly. As a Vietnamese lecturer, I find some dissimilarities between American and
Vietnamese tertiary education about TAs.
First, in terms of roles and responsibilities, American TAs are considered more important
than education assistants in Vietnam. American TAs play a crucial role in post-secondary
education, leading discussion sections, grading assignments, conducting office hours, and
lecturing. They influence student learning, act as a bridge between students and faculty,
and have significant autonomy in managing sections, designing quizzes, leading group
activities, and providing feedback (see e.g. [1], [3], [4]).
For example, Nguyen Truc Dao, who is a member of our research group, became a PhD
student 10 years ago at The University of Chicago. After two years, she could work as a
teaching assistant for her professors, and she served as the primary point of contact,
acting as a bridge between the instructor and the students. Not only did she grade
assignments, meet with students, and lead labs, but she also facilitated discussions and
study groups. Besides, she said that American professors are very happy and supportive,
allowing TAs to develop professionally.
In contrast, Vietnamese TAs have more limited roles. They often assist with
administrative tasks, such as preparing materials, grading under supervision, and
supporting classroom logistics. They have less autonomy and fewer opportunities to
engage in direct teaching or lead discussions. Consequently, to my mind, Vietnamese
TAs may have fewer opportunities to develop independent teaching skills and take on
leadership roles within the classroom.
Second, concerning training and support, the training and support provided to TAs in
American universities are more comprehensive and structured than in Vietnam (see [1],
[5]). U.S. institutions provide extensive training programs for teaching assistants,
including workshops, mentorship, and professional development opportunities. These
programs cover topics like pedagogical techniques, classroom management, diversity
training, and effective communication skills. American TAs also have access to support
systems like teaching resource centers, which help them improve their teaching practices
and address challenges.
In Vietnam, TA training is often less formalized and comprehensive. Vietnamese TAs
usually rely on guidance from faculty members rather than structured training programs.
This lack of formal training and support can limit the effectiveness of TAs and their
ability to contribute meaningfully to the teaching process. Moreover, without robust
training and support systems, Vietnamese TAs may find it challenging to navigate the
complexities of teaching and student interaction.
To increase training quality, this trend will entail innovation in mechanisms and thinking
in tertiary programs.
References
[1] Janet M. Weidert, Angela Wendorf, Regan A. R. Gurung, Tonya Filz, A Survey of
Graduate and Undergraduate Teaching Assistants, College Teaching, 60(3), pp. 95–103,
2012.
[2] Markku Antinluoma, Liisa Ilomäki, and Auli Toom, The involvement of teaching
assistants in professional learning communities, Cogent Education, Volume 9, 2022.
[3] Sally Neaum and Sam Noble, Teaching assistants’ preparedness for teaching: An
exploration of teaching assistants’ views on evidence-based changes to practice,
Contemporary Issues in Practitioner Education, Volume 5, pp. 65–88, 2023.
[4] Teaching at the University of Florida: A Handbook for Teaching Assistants, 18th
edition, The University of Florida Teaching Center in conjunction with The Graduate
School, 2019.
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