Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching

Abstract

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.

Exploratory Study of the Impact of a Teaching Methods Course for International Teaching Assistants in an Inquiry-Based General Chemistry Laboratory

“…First, while we ensured overall demographics and GPAs were not different for students in the control and treatment years, it may be possible that there were differences in the student populations that resulted in the perceptions data presented. Second, prior studies document clear differences in international and domestic students’ understandings and beliefs about teaching and learning; , however, we did not gather reflection data from control ITAs or treatment ITAs before they started the Teaching Methods courses. Therefore, the treatment ITAs may have already held particular understandings and beliefs that aligned with the PBGI laboratories, and we cannot claim that enrolling in this Teaching Methods course directly resulted in the understandings and beliefs presented above.…”

“…ITAs' pedagogical and cultural expectations for instructors are usually of someone in authority, and they often do not understand or appreciate the need for a focus on affective learning or engagement of students with instructors. 10,14 These beliefs can also translate into their instructional practice, where ITAs use limited discourse and language that fails to promote a welcoming learning environment. 15 Not only are ITAs' teaching beliefs and practices different from those of domestic TAs, students' perceptions of ITAs differ.…”

“…• Use of best practices in professional development (e.g., sustained engagement, exposure to current learning theory, opportunities to practice new teaching skills in authentic contexts, and ongoing feedback and assistance) In addition to these components, TA training programs that include elements of intercultural awareness and take an assetbased approach have been shown to be more helpful to ITAs than programs lacking such elements. 10,21,22 From this perspective, cultural diversity is viewed as a strength to build on, and the curriculum embraces diversity and multiple perspectives. Further, some research results suggested that ITAs did not need specific extra socialization training (more than one year) and that both ITAs and their domestic counterparts would benefit from training to increase student learning.…”

“…For the majority of ITAs, their prior teaching experience is very different from that of U.S. undergraduate institutions. ITAs’ pedagogical and cultural expectations for instructors are usually of someone in authority, and they often do not understand or appreciate the need for a focus on affective learning or engagement of students with instructors. , These beliefs can also translate into their instructional practice, where ITAs use limited discourse and language that fails to promote a welcoming learning environment…”

“…Given the important differences in ITAs and domestic TAs and their potential impact on students, there is a need to support ITAs in teaching science courses, particularly in reform-based instructional contexts. The general research on ITA training suggests the following are important components to support ITAs in their teaching role: Use of best practices in professional development (e.g., sustained engagement, exposure to current learning theory, opportunities to practice new teaching skills in authentic contexts, and ongoing feedback and assistance) Tailored instruction for ITAs coming from diverse backgrounds and taking on various teaching positions , Mentoring to help ITAs develop advanced academic literacy, cultural awareness, and an understanding of U.S. instructor–student interactions In addition to these components, TA training programs that include elements of intercultural awareness and take an asset-based approach have been shown to be more helpful to ITAs than programs lacking such elements. ,, From this perspective, cultural diversity is viewed as a strength to build on, and the curriculum embraces diversity and multiple perspectives. Further, some research results suggested that ITAs did not need specific extra socialization training (more than one year) and that both ITAs and their domestic counterparts would benefit from training to increase student learning .…”