Examining the impact of four teaching development programmes for engineering teaching assistants

Fong, Carlton J.; Gilmore, Joanna; Pinder-Grover, Tershia; Hatcher, Molly

doi:10.1080/0309877x.2017.1361517

Cited by 16 publications

(16 citation statements)

References 41 publications

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“…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. 23 25 Based on this previous work, the following characteristics are important for disciplinary pedagogical support for TAs:…”

Section: Support For International Tas In Teachingmentioning

confidence: 99%

“…TA PD opportunities also range in duration (i.e., day-long to semester-long) and in structure (i.e., more informal community of practice to a credit-bearing graded course). While short PD opportunities and course-level training have demonstrated some positive impacts on TAs, , a recent study of different types of TA PD suggests pedagogical training over time appears to be most impactful for TAs within reform-based contexts . Based on this previous work, the following characteristics are important for disciplinary pedagogical support for TAs: Integration of learning theory and pedagogical techniques Opportunities to develop a community of practice Use of midsemester feedback on teaching with space for reflection Provide space for leadership and collaboration within the curriculum However, TAs’ beliefs about teaching have been shown to promote or inhibit the use of student-centered instruction into practice. ,, These beliefs should also be addressed in TA PD, particularly for coursers with ITAs whose beliefs about teaching may not be aligned with an inquiry-based curriculum.…”

Section: Introductionmentioning

confidence: 99%

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

2019

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This study explored students' perceptions of instructional practices of international teaching assistants (ITAs) who did and did not participate in additional professional development through a Teaching Methods course. The study also sought to understand the components of the Teaching Methods course that supported ITAs in inquiry-based chemistry lab instruction. Participants were treatment ITAs (n = 4), control ITAs (n = 5), and students who were enrolled in a project-based guided inquiry (PBGI) introductory chemistry lab II course (n = 341). All ITAs attended a week-long course-specific training for all TAs, while treatment ITAs received additional professional development (PD) on teaching through a semester-long Teaching Methods course with all department TAs. Data on students' perceptions of their ITAs were collected using a postsurvey that included Likert-scale items and open-ended questions. We also collected written reflection assignments from treatment ITAs. Data were analyzed using quantitative and qualitative methods. Likert questions were analyzed using Wilcoxon signed-rank tests, and qualitative data from student surveys and TA reflections were analyzed using an inductive content analysis approach. Students with treatment ITAs (n = 160) qualitatively reported more positive perceptions of ITAs' instructional practices and learning outcomes than students of control ITAs (n = 181). Specifically, treatment ITAs were reported to be significantly more supportive, interactive, and effective than control ITAs (all p values <0.001). Treatment ITAs reported increased understanding of their role as facilitators of student learning in PBGI laboratories. Results also suggest that the Teaching Methods course, along with concurrent teaching experience, enabled treatment ITAs to increase their confidence in teaching PBGI laboratories and to provide a supportive learning environment to students. These findings imply that TAs can learn more about active learning approaches and how to support student learning in inquiry-based chemistry lab if they receive sustained instruction on learning theories and inquiry and engage in reflective practice. Results have implications for ITA training and on chemistry teaching and learning.

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Section: Support For International Tas In Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

2019

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“…The training of TAs is an area in need of scrutiny, especially as so many of the current exhortations for reform (e.g., inquiry-based instruction) are focused on the environment of the teaching laboratory and thus place an added burden on TAs. However, little work has focused on training TAs to facilitate inquiry [32][33][34], and TA training programs appear to vary a great deal [34][35][36][37][38]. Our findings simply highlight the need for departments and course coordinators to be deliberate and thoughtful in planning TA training that prepares TAs to assume the critical positions they occupy in CRE implementation.…”

Section: Discussionmentioning

confidence: 76%

Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience

et al. 2022

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Course-based research experiences (CREs) are designed to engage students in authentic scientific experiences that are embedded into a standard curriculum. CREs provide valuable research experiences to large numbers of undergraduate biology students, however, CRE implementation can require many personnel. Because limited personnel may be a barrier to widespread CRE implementation, our goal was to discover which personnel students valued throughout a CRE and the ways they were valuable. We investigated students’ perceptions of personnel resources throughout a semester-long CRE using two survey approaches. Using a text message survey administered multiple times per week, real-time data was collected about which personnel resource students perceived to be the most helpful. Using a web-based survey administered five times throughout the semester, retrospective data was collected about how often students used each personnel resource and how helpful students perceived each personnel resource to be. Graduate teaching assistants (TAs) were consistently selected as the most helpful personnel resource by the majority of respondents throughout the semester, with most respondents describing graduate TAs providing project-specific feedback. Although less frequently, undergraduate TAs were also consistently selected as the most helpful personnel resource. Respondents described undergraduate TAs providing project-specific feedback, general feedback, and project-specific resources. Data from the retrospective, web-based survey largely mirrored the real-time, text message survey data. Throughout the semester, most respondents reported using graduate TAs “Often” or “Always” and that graduate TAs were “Very” or “Extremely” helpful. Throughout most of the semester, most respondents also reported using undergraduate TAs “Often” or “Always” and that undergraduate TAs were “Very” or “Extremely” helpful. The results of this descriptive study underscore the importance of graduate and undergraduate TAs in the development and implementation of CREs, emphasizing the need for departments and course coordinators to be intentional in planning TA training that prepares TAs to fulfill their critical role in CRE implementation.

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“…; Caprara, Barbaranelli, Steca, & Malone, 2006;Klassen et al 2009;Klassen & Tze, 2014). Self-efficacy beliefs are particularly well-researched regarding primary and secondary school teachers (Klassen & Tze, 2014), and constitute a topic of rising interest concerning the motivations of teachers in higher education (Daumiller, Bieg, Dickhäuser, & Dresel, 2019;Fong, Gilmore, Pinder-Grover, & Hatcher, 2019;Fong, Jendayi, & Hatcher, 2019;Yin, Han, & Perron, 2020;Ismayilova & Klassen, 2019).…”

Section: Teachers' Self-efficacy Beliefsmentioning

confidence: 99%

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

Daumiller

Janke

Hein

et al. 2021

Learning and Instruction

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Although teacher motivation is posited to matter for students' learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers' achievement goals and self-efficacy for students' learning experiences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers' motivations at the semester start, and students' course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicated favorable associations for teachers' self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students' learning experiences weekly regarding 828 specific course sessions. Additionally, we included teachers' session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performanceavoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and illuminates the importance of their specificity.

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Examining the impact of four teaching development programmes for engineering teaching assistants

Cited by 16 publications

References 41 publications

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

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

Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience

Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

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