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1.
Student evaluation of courses and instructors are accorded an important role in schools of social work in relation to educational planning and faculty promotion, tenure and salary decisions. This study examined the dimensions underlying student rating to aid in the interpretation of student judgements of teaching effectiveness. Exploratory factor analyses identified three dimensions of teaching effectiveness: Instructional Merit or Skill; Evaluation Process or Feedback; and Course Value and Content. Implications of the factor structure for social work education are discussed.  相似文献   

2.
The next generation of professors will come from today’s graduate students and post-doctoral fellows, but we do not know much about their preparation to use research-validated teaching practices. This study characterizes the teaching beliefs of graduate students and post-doctoral fellows who represent future geoscience instructors though we believe the implications go well beyond one discipline. We analyzed results from more than 600 participants who completed the Beliefs about Reformed Teaching and Learning (BARSTL) survey and a subpopulation of sixty participants who responded to the Teacher Belief Interview (TBI). We compared teaching beliefs on the basis of several factors including gender, teaching assistant experiences, and participation in professional development.  相似文献   

3.
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   

4.
Relationships between student ratings, instructor pedagogical training, subject‐matter preparation in teaching field, and length of teaching experience were examined for community college university transfer instructors. Moderate but statistically signficant relationships were found between pedagogical training, amount of subject‐matter preparation in teaching area, and the rating subscale of Course Organization and Planning. Results indicated that students tend to give higher ratings to instructors with pedagogical training, while instructors with greater amounts of graduate‐level, subject‐matter preparation tend to receive lower ratings.  相似文献   

5.
Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate. An iterative process model from instructional design can function as a cognitive organizational framework for the development of teaching expertise. It facilitates expertise by supporting TAs in connecting new and existing knowledge about teaching and learning in meaningful ways that reflect the cognitive processes of expert teachers. Thus, it can support both the current and future development of teaching expertise and facilitate the application of knowledge in the form of teaching strategies. Patricia L. Hardré earned her Ph.D. in Education at the University of Iowa. She specializes in Instructional Design and Technology with emphases on cognition and instruction, human motivation, and educational assessment. She is currently an Assistant Professor in the Department of Educational Psychology at the University of Oklahoma. Her current research pursuits include K-12 teacher education, TA training and development, high school students' motivation to learn and persist in school, and the effects of computer-based administration of research instruments.  相似文献   

6.
Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.  相似文献   

7.
We approach the recent argument put in this journal that teaching assistants (TAs) should be more strongly trained, monitored and supervised when teaching on intervention programmes. We suggest that the argument sits uneasily with wider management and educational literature. We examine TAs' experience of delivering important intervention programmes in mathematics and literacy. TAs report considerable variation in both their training and the quality of management involvement in their teaching. Consequently, we argue for an approach that includes TAs in a form of distributed leadership which recognises their specific capabilities rather than the model advocated both by government documents and by some researchers.  相似文献   

8.
ABSTRACT

Graduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed.  相似文献   

9.
Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.  相似文献   

10.
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   

11.
University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants’ motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.  相似文献   

12.
ABSTRACT

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.  相似文献   

13.
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   

14.
ABSTRACT

This 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   

15.
Abstract

The paper summarizes the results of a series of focus group interviews with Chinese teaching assistants and US undergraduates on their perceptions about teaching and teachers in their own and US cultures. Focus group interviews were held with Chinese math‐based science teaching assistants (CTAs) who were at three different stages of the teacher preparation process. Similarly, American undergraduates’ perceptions were elicited through focus group interviews and questionnnaires. CTAs viewed American college instructors as exciting, but unclear in their organization and presentation. Undergraduates thought ideal US professors should spend more time with their students, and have interpersonal skills in teaching. They did not value the professor's knowledge of the subject matter as much as CTAs did. Implications for future TA development programmes are also discussed.  相似文献   

16.
The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment.  相似文献   

17.
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others.  相似文献   

18.
This experiment investigated the effects of a comprehensive teaching assistant (TA) training program on the teaching anxiety and effectiveness of TAs. Twenty-seven TAs in the English department of a research university were divided into experimental and control groups. Both groups participated in a one-week workshop and a sixteen-week theory and pedagogy course during a fall semester. TAs in the experimental group also participated in a consultant observation program and peer mentoring activities. Data resulting from the completed pretests and posttests for teaching anxiety and effectiveness were analyzed using either at-test or an analysis of covariance. Conclusions from the study include: (1) Declines in teaching anxiety for TAs in the experimental group were significantly greater. (2) Neither group of TAs improved in teaching effectiveness, as measured by general student evaluations. However, based on posttest means for these student ratings, the teaching effectiveness of the experimental group was rated significantly higher. (3) Student ratings of teaching effectiveness in composition for TAs in the experimental group were significantly higher. (4) There were no significant differences between pre- to posttest changes in the self-appraisals of teaching effectiveness for the groups.  相似文献   

19.
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献   

20.
This article focuses on the implementation of the Professional Learning through Reflection promoted by Feedback and Coaching (PROFLEC) project in Cyprus. The project aimed to provide valid and reliable feedback to school leaders and support them to interpret this into meaningful practice. A three-step-process, involving a self-assessment inventory and individualized feedback reports, workshops, and coaching sessions was employed. Results suggest that feedback and coaching can be effective learning strategies in school leaders’ professional development programmes. Findings are discussed in light of the potential of these two strategies for future developments of such programmes within the particular setting.  相似文献   

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