10.18710/O8FCIKLorås, MadeleineMadeleineLorås0000-0003-4152-775XNTNU – Norwegian University of Science and TechnologyRiese, EmmaEmmaRiese0000-0002-4525-3568KTH Royal Institute of TechnologyUkrop, MartinMartinUkrop0000-0001-8110-8926Masaryk UniversityEffenberger, TomášTomášEffenberger0000-0001-5601-926XMasaryk UniversitySupplementary data for study: Challenges Faced by Teaching Assistants in Computer Science Education Across EuropeDataverseNO2021Computer and Information ScienceSocial SciencesOthercomputer science educationteaching assistantsreflection essaysLorås, MadeleineMadeleineLoråsNTNU – Norwegian University of Science and TechnologyNTNU – Norwegian University of Science and TechnologyNTNU – Norwegian University of Science and TechnologyNTNU – Norwegian University of Science and Technology2021-04-062021-04-08Textual data10.1145/3430665.345630469274070539895text/plaintext/tab-separated-valuestext/plain1.0CC0 1.0Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. This data is the result of a multi-institutional, multi-national perspective of challenges that TAs in computer science face. 180 reflective essays written by TAs from three institutions across Europe were analyzed and coded. The thematic analysis resulted in five main challenges: becoming a professional TA, student-focused challenges, assessment, defining and using best practice and threats to best practice. In addition, these challenges were all identified within the essays from all three institutions, indicating that the identified challenges are not particularly context-dependent.