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In this study the Delphi Method was used to validate teaching competencies of graduate teaching assistants (TAs). Through the use of expert opinion, a panel of national leaders in teaching assistant support and training validated twenty six competencies as important in the preparation of teaching assistants. Feedback from panelists suggested that some instructional competencies depend on the specific responsibilities that are assigned to an individual TA.Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 相似文献
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This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education. 相似文献
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Kathleen A. Dalgaard 《Research in higher education》1982,17(1):39-50
This paper presents an assessment of the effects which a brief training program had on teaching effectiveness of graduate teaching assistants (TAs). Twenty-two inexperienced and previously untrained university TAs from economics, geography, and business administration were assigned to a training or control group by a stratified random method with stratification based on TA departmental affiliation. Teaching experts rated two videotapes of each Ta's university class, one tape made before training and one following training. Ratings were obtained on two factors: (1) planning instruction to meet clear goals and organizing meaningful content in a logical fashion, and (2) involving students in instruction. Results from analyses of covariance indicate that the training group received significantly higher final ratings than the control group on the total score and on each of the two factors when final scores were adjusted for group differences in initial ratings. Teaching experience alone did not result in significantly higher ratings for control group TAs. Participants in training evaluated most topics and the overall program favorably both immediately after training and one semester later. 相似文献
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Kathleen S. Smith 《Innovative Higher Education》1993,17(3):149-163
This investigation focuses on an international teaching assistant's experience to better understand the process a successful international teaching assistant might use in becoming an effective instructor in the undergraduate classroom. This developmental model offers new insights which stand to impact the strategies used in teaching support programs for international teaching assistants.She holds graduate degrees in Language Education and Higher Education from the University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 相似文献
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Helen Higgins 《Educational Psychology in Practice》2014,30(2):120-138
There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools. Research is inconclusive about their efficacy at changing outcomes for children and has proposed more training for TAs. Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated factors that may influence TAs’ sense of self-efficacy and its susceptibility to influence in training. Following two modes of school-based training by educational psychologists (EPs) data were collected from 14 mainstream secondary school TAs using focus groups. A thematic analysis noted themes regarding self-efficacy, aligned with Bandura’s sources of information, outcome expectations and whole school support and norms. Review of the data from this study is likely to be able to guide potential trainers to coach-consult strategies which are self-efficacy supportive and which address contextual factors including the perceived status of TAs in schools. 相似文献
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Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
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This study is an evaluation of a behavioural skills training course (known as the Education of the Developmentally Young‐‐EDY) which was run for eight classroom assistants (all trained nursery nurses) at an ESN (S) school in Manchester. It arose out of a previous study (Farrell, 1982) which suggested that while teachers improved their practical skills following EDY training, classroom assistants did not. In this study the classroom assistants were filmed working with an individual child on four occasions; twice prior to their training, once immediately following it and once more ten weeks later. The video tapes were randomly arranged and shown to two independent and trained raters. The raters rated the classroom assistants on four aspects of behavioural teaching, all of which are integral parts of the EDY course. The results showed that taking all the teaching techniques together, the classroom assistants made significant gains following training but that these gains were only evident on two of the behavioural techniques when they were analysed separately. When comparing the findings of this work with other studies, the main conclusion is that, although classroom assistants do benefit from EDY training, their progress may not be so marked as that of classroom teachers. 相似文献
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Sister Mary Ransom S.C.N. 《College Teaching》2013,61(1):19-20
ABSTRACTThis article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline. 相似文献
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Graduate Teaching Assistants (TAs) need effective, appropriate professional development opportunities that offer both meaningful
foundations and strategically useful tools for their teaching. This study examined and explored the perceptions of TAs with
regard to the nature, content, and design characteristics of training and development for teaching in the research university.
A group of 210 graduate teaching assistants at a research university reported their perceptions of a range of design elements
of training sessions and activities. TAs perceived that training contributed to their learning and development, promoting
skills and strategies helpful for their teaching. More focused, strategic sessions received higher overall scores than more
general foundational sessions, though strategic sessions were grounded in the more foundational ones. Design features that
TAs reported most significantly contributed to their development were: expertise of speakers, structural design of events,
and quality of support materials. Eighty percent of TAs reported intentions to continue learning about instructional theory
and practice. Findings include consistency with some previous research-based principles of training and development, but also
raise new questions regarding TAs’ needs and how to address them. 相似文献
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研究生助教的助教工作具有一定的特殊性,其一方面是教,是＂助教＂,另一方面是＂学＂,主要是在实践中学习＂如何教＂。当前,研究生助教在＂教＂与＂学＂方面的问题主要表现为：教学质量有待提高、教师专业发展途径单一、师徒制学习方式实施效度较低等,这与我国研究生助教制度在实施中过于强调功利化目的而弱化其教学发展性功能、助教制度规则不完善、缺乏对研究生助教的相关培训或培训形式化及师徒制学习方式效度发挥的条件性有关。要有效提升研究生助教的＂教＂与＂学＂,建议强化教学发展性目的,创新研究生助教制度建设,加强对研究生助教的教师教育,强化其课后反思,有选择、分步骤地尝试让师徒相互合作,同台教学,为研究生助教提供合法边缘参与机会。 相似文献
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Meaghan C. Guiney Abigail Harris Akane Zusho Anthony Cancelli 《Journal of educational and psychological consultation》2014,24(1):28-54
The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p < .01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores. 相似文献
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This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and secondary teachers in self-efficacy for teaching and in pedagogical conceptual change. However, self-efficacy did not predict conceptual change. The independent variable (elementary and secondary teachers) was a significant moderator between years teaching experience and self-efficacy. We discuss the significance of these findings in light of teacher training and teacher effectiveness. 相似文献
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Ann L. Darling Ann Q. Staton 《International journal of qualitative studies in education》2013,26(3):221-235
Although graduate teaching assistants [GTAS] play an important role on most American university campuses, and despite the fact that the GTA experience is often the only formal professional training that faculty receive, little is known about how GTAS are prepared for their role. One of the most enigmatic processes related to GTA role development is that of socialization. This paper reports the results of a study examining the types of messages that new GTAS receive about their role and the manner in which particular types of communication strategies are used to cope with inconsistencies and conflicts among those messages. It was found that GTAS are exposed to thematic messages about what it means to be a GTA, that they experienced difficulties when attempting to use those messages to guide behavior and decision‐making, and that information‐seeking strategies were used in response to the specific types of problems that were experienced. 相似文献
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Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants 总被引：1，自引：0，他引：1
Donald L. Rubin 《Research in higher education》1992,33(4):511-531
In response to dramatic changes in the demographics of graduate education, considerable effort is being deveoted to training teaching assistants who are nonnative speakers of English (NNSTAs). Three studies extend earlier research that showed the potency of nonlanguage factors such as ethnicity in affecting undergraduates' reactions to NNSTAs. Study 1 examined effects of instructor ethnicity, even when the instructor's language was completely standard. Study 2 identified predictors of teacher ratings and listening comprehension from among several attitudinal and background variables. Study 3 was a pilot intervention effort in which undergraduates served as teaching coaches for NNSTAs. This intervention, however, exerted no detectable effect on undergraduates' attitudes. Taken together, these findings warrant that intercultural sensitization for undergraduates must complement skills training for NNSTAs, but that this sensitization will not accrue from any superficial intervention program. 相似文献
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Carlton J. Fong Joanna Gilmore Tershia Pinder-Grover Molly Hatcher 《Journal of Further & Higher Education》2019,43(3):363-380
As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research. 相似文献
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The purpose of this study was to develop an instrument measuring teacher communication concern as experienced by graduate teaching assistants (GTAs). Two‐hundred and thirty‐three GTAs enrolled in a preservice orientation program completed two scales: a revised, expanded version of the Teacher Communication Concern scale and a 28‐item Concerns Checklist. Results indicate that GTAs experience eight somewhat interrelated types of concern: self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management. Furthermore, GTA variables of expected duties, prior teaching experience, newness to area, foreign born, and age are likely to predict differential types of concerns. 相似文献