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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  V    VERIFY 144 186 278 169 87 143 647 216 73
2  V    ENCOMPASS 322 247 499 327 346 293 548 130 32
3  R    INDEPENDENTLY 205 347 654 200 225 220 703 276 55
4  N    REPRODUCTION 189 99 438 86 566 170 797 83 31
5  J    PASSIVE 273 243 354 194 422 393 365 352 44
6  N    MONOPOLY 431 20 466 494 116 106 135 13 119
7  N    ATTACHMENT 169 207 695 164 196 622 414 202 35
8  J    COMPETING 323 156 411 422 170 177 424 77 109
9  N    EMERGENCE 839 125 519 417 357 331 448 89 26
10  N    PROPONENT 327 125 279 528 176 256 319 85 37
 

program are involved in. Once admitted into a graduate program, these students begin the role of paid teaching assistants in a host of basic undergraduate skill programs (Miller, Dowell, &; Pender, 1989). When teaching tasks are assigned to a new GTA however, minimal attention is typically paid to ensuring effective matches between the basic skill classes GTAs are responsible to teach and the various teaching competencies and subject matter familiarities the GTAs bring to the position (Poole, 1991). For many first year GTAs, this new role as a teaching assistant within a physical education program in higher education is their first exposure to autonomous teaching in an undergraduate academic setting. This first year of teaching for many GTAs has been informally referred to as a survival stage in the development of their undergraduate teaching skills. All too often it is a stage in which GTAs are left to acquire their teaching skills by trial and error (Darling &; Dewey, 1990

 
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[ACADEMIC] Physical Educator (1998)
 



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