Researcher: Dr Russell Delderfield
Institution: University of Bradford
Research Year: 2020
The main contributions to TLA practice were a greater involvement in classroom teaching and in the professional development of disciplinary teaching staff. However, two shifts in TLA practice which have been advocated in the literature were not supported in this context. Rather than supporting a shift away from one-to-one consultations with students, the study found that they contributed to TLA expertise and to the teaching and learning practices within the programme. The handing over of responsibility for teaching writing from the TLA to disciplinary teaching staff was also not supported; rather, continued involvement of the TLA in direct teaching was seen as consistent with the plurality of expertise and teaching roles which existed in much of the programme.