Assessing a GTA professional development program

Alicea-Muñoz, Emily; Masip, Joan Espar; Sullivan, Carol; Schatz, Michael F.

doi:10.1119/perc.2017.pr.003

2017 Physics Education Research Conference Proceedings 2018

DOI: 10.1119/perc.2017.pr.003

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Assessing a GTA professional development program

Emily Alicea-Muñoz¹,

Joan Espar Masip²,

Carol Sullivan³

et al.

Abstract: For the last four years, the School of Physics at Georgia Tech have been preparing new Graduate Teaching Assistants (GTAs) through a program that integrates pedagogy, physics content, and professional development strategies. Here we discuss various assessments we have used to evaluate the program, among them surveys, GTA self-reporting, and end-of-semester student evaluations. Our results indicate that GTAs who participate in the program find its practical activities useful, feel better prepared for teaching, … Show more

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2024

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Comparison of self-efficacy among graduate teaching assistants before and after training

Peng,

Wu,

Zhou

et al. 2024

BMC Med Educ

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Background Teaching assistants (TAs) play a crucial role in pedagogical practices, and the TA training has emerged as a vital strategy for enhancing teaching quality and fostering effective interactions. The self-efficacy of TAs can substantially impact their performance. Nevertheless, little research has focused on the change in TAs’ self-efficacy following their training. Methods A self-control quasi-experiment was conducted to examine shifts in the self-efficacy of Tas at Peking University before and after their TA training. A questionnaire was used to assess the change, and the reliability and validity of the questionnaire was also calculated. A paired data rank sum test was used to analysis the changes in TA self-efficacy before and after training. Results A total of 372 TAs from School of Basic Medicine (N = 173), School of Pharmacy (N = 112), School of Public Health (N = 69), and other schools (N = 18) submitted complete questionnaires. The questionnaire showed a good performance in internal reliability and validity test (Cronbach’s alpha index = 0.906, and KMO value was 0.903). Participants had a median total self-efficacy score of 88 and 85 before and after the TA training, respectively, which shows a lack in the total TA self-efficacy score following the TA training (P < 0.001). TAs who have no desire to becoming a college instructor have a higher self-efficacy when compared to TAs who have expressed neutral attitudes in becoming college instructors. Conclusion The participated TAs display a lack of self-efficacy after attending the TA training at Peking University. Therefore, it is necessary to establish and strengthen TA’s self-efficacy beyond academic skills when designing and delivering TA training programs at Peking University.

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Comparison of self-efficacy among graduate teaching assistants before and after training

Peng,

Wu,

Zhou

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

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Assessing a GTA professional development program

Cited by 1 publication

References 11 publications

Comparison of self-efficacy among graduate teaching assistants before and after training

Comparison of self-efficacy among graduate teaching assistants before and after training

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