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Abstract
This study sought to identify how Communication GTAs rank the importance of various issues and components of GTA training programs. Speech communication GTAs were asked to rate the importance of 12 different non‐instructional concerns and 22 different issues regarding classroom management. GTAs were also presented with an open‐ended question which asked GTAs how training programs could provide the most effective training. Survey results were used to formulate suggestions for how GTA training programs can be organized and conducted.