Review of research on TA training (original) (raw)
Related papers
The challenge of TA training in the 1990s
New Directions for Teaching and Learning, 1989
As colleges and universities attempt to adequately train teaching assistants (TAs), the complexity of the task has become clear. Responsible 7 J. D. Nyqukt. R. D. Abboct. and D. H. Wultf (eb.). 'Teaching Asdanl 7bming in rhe 15'90~. N m Direction6 IM Teaching and Learning, no. S9. San Francism Jo~cyBau, Fall 1989.
Toward a Comprehensive Conceptualization of TA Education: Contents, Commitments, Structures
2001
This paper focuses on the preparation of graduate students for teaching within graduate foreign language departments. Despite big changes and much effort that has gone into reforming the training and teaching of language education professional in recent years, teaching assistant education within the intellectual-academic work of graduate programs has been given limited attention. Very little is done to help graduate student teaching assistants become productive and successful teacher-researchers. It is argued that the foreign language profession in general and graduate programs in particular must aggressively pursue a comprehensive reconceptualization of the preparation of graduate students for teaching. An academic focus must be found that is encompassing enough to accommodate teaching and research issues in an inclusive fashion. Faculty members of a graduate program must take responsibility for educating the department's graduate students as teachers. These issues are examined in the context of a case study relating to such issues as they were encountered at the German Department at Georgetown University. The details and results of attempts to implement these changes in that department are discussed in detail. (Contains 41 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the ori inal document. rD tr) Toward a Comprehensive Conceptualization of TA Education: Contents, Commitments, Structures'
Influencing Best Practices in Teaching and Learning through a TA Training Course- A Case Study
Academic Development Centers play a significant role in enhancing the quality of education by building and improving pedagogical, digital, and interpersonal skills. At Khalifa University's Center for Teaching and Learning (CTL), a Teacher Assistant (TA) training course, which is composed of eight instructional and microteaching modules that are taught by KU faculty, has shown to promote these skills and even motivate TAs to become future educators. A 24-item survey questionnaire which was adopted from the American Society of Engineering Education and focuses on training skills for TAs was disseminated to all 106 participant who have completed the training course over the past three years. Of the 106 TAs who received the survey, 60 (56%) have responded and answered all the questions. Stepwise regression showed that creating a positive learning environment, as covered in the CTL's training course, as a strong predictor for the TAs motivation to teach, F (1, 60) = 80.4, p <.001. Additionally, data analysis using SPSS showed a statistically strong positive correlation between the completion of the training course and the TA's motivation to teach,R 2 = .832, P < .001. Data analysis also showed a statistically moderate positive correlation between the TA training course and the TA's consideration of a career in teaching, R 2 = .647, P < .001. Implications for future trends in TA training as well as limitations of this study are discussed.
Cell Biology Education, 2014
Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learnercentered instructional practices in their teaching. However, these data are inconsistent with TAs' self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs.
2018
This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing specific PD aspects. The PD program took place as the GTAs taught sections of biology and chemistry laboratory courses, each comprising five interdisciplinary experiments. The PD elements included defining expected learning outcomes, subject-matter knowledge, relevance to realworld and chemistry-biology connections, and other active classroom teaching practices. Data were collected through classroom observations, reflection questionnaires, and individual interviews. Findings indicated that 57% of the PD aspects investigated were implemented in the five interdisciplinary experiments. Results also revealed GTAs' initial areas of struggle in implementing specific PD aspects. Perceived implementation difficulties can be attributed to individual perceptions and beliefs, and contextual factors. Through practice, continuous feedback, and reflections, most GTAs overcame the hurdles and refined their teaching. Findings imply the need to design training PD programs that offer mentoring and support to GTAs and future faculty in implementing teaching innovations. The teaching context and reflection prompts are helpful in identifying areas of difficulties and how to improve.