2017
DOI: 10.24908/pceea.v0i0.6469
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Engineers Teaching Communication: Evaluating the Impact of Ta Training on Graduate Student Communication, Teaching and Professional Development

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Cited by 1 publication
(3 citation statements)
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“…University-level TA PD is often too generic and fails to meet specific needs of TAs in engineering departments [66], and TA training that focuses on bureaucratic rather than pedagogical elements of TA duties will, while necessary, not go very far in terms of helping TAs feel confident and prepared for their teaching roles [66]. Ingredients of TA training shown to meaningfully impact TSE include a focus on skills specifically relevant to the course context in which the TA will teach [66], opportunity for TAs to practice these skills in a hands-on manner [67], and attention in training not only to skill-building but also to "affective dimensions of performance" such as public speaking anxiety [66]. Furthermore, tailored professional development opportunities may be especially important for international TAs who often navigate cultural learning alongside their learning as novice instructors [33], [53], [68].…”
Section: Discussionmentioning
confidence: 99%
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“…University-level TA PD is often too generic and fails to meet specific needs of TAs in engineering departments [66], and TA training that focuses on bureaucratic rather than pedagogical elements of TA duties will, while necessary, not go very far in terms of helping TAs feel confident and prepared for their teaching roles [66]. Ingredients of TA training shown to meaningfully impact TSE include a focus on skills specifically relevant to the course context in which the TA will teach [66], opportunity for TAs to practice these skills in a hands-on manner [67], and attention in training not only to skill-building but also to "affective dimensions of performance" such as public speaking anxiety [66]. Furthermore, tailored professional development opportunities may be especially important for international TAs who often navigate cultural learning alongside their learning as novice instructors [33], [53], [68].…”
Section: Discussionmentioning
confidence: 99%
“…feedback on their teaching), ideally from a trusted peer or mentor, TAs may not have the mastery experiences that are key ingredients for developing a sense of self-efficacy in teaching [54]. Interpersonal support such as mentorship has been found to be a key contributor to sense of teaching confidence among STEM TAs [66]. Furthermore, forums in which TAs can have a dialogue about their teaching experiences can help "normalize the predictable fears of these novice teachers" (p. 4) [40] and understand their development as instructors.…”
Section: Discussionmentioning
confidence: 99%
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