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首页> 外文期刊>CBE Life Sciences Education >Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?
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Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?

机译：开发研究生教学助理教师疗效的模型：高低老师疗效教学助理比较？

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摘要

Graduate teaching assistants (TAs) are often responsible for teaching introductory courses to undergraduate science, technology, engineering, and mathematics students. The TAs are usually novices at teaching, and an important factor in their resilience and persistence in the face of inevitable challenges is self-efficacy. Little is known about what affects TA teacher efficacy or whether and how high- and low-efficacy TAs differ in their development as teachers. Bridging these gaps in the literature will inform best practices in developing and implementing professional development (PD) for TAs. Using a mixed-methods sequential exploratory research design, this study found differences in high- and low-efficacy TAs in both TAs’ self-reflection and their students’ perceptions. These differences concerned the focus of TAs’ attention: inward at their own practices and emotions (salient in low-efficacy TAs) versus outward at the impact of their instructional guidance on their learners (prevalent in high-efficacy TAs). A proposed model of teacher efficacy based on TAs but generally applicable is presented to inform future research and provide suggestions for TA PD opportunities.
机译：研究生教学助理（TAS）往往负责教学课程到本科生科学，技术，工程和数学学生的介绍课程。 TAS通常是教学中的新手，面对不可避免的挑战，他们弹性和持续存在的重要因素是自我效能。对TA教师疗效或无论是如何以及低效率的TAS作为教师的发展差异很少。在文献中弥合这些差距将为发展和实施TAS的专业发展（PD）提供最佳实践。使用混合方法顺序探索性研究设计，本研究发现了在TAS“自我反思和学生的看法中的高效率和低效TAS的差异。这些差异有关TAS“注意力的重点：在他们自己的教学指导对他们学习者的教学指导的影响下，对自己的做法和情感（低效率TAS的情绪为向外的焦点（低效率TAS）。提出了基于TAS但普遍适用的教师效能的建议模型，以告知未来的研究，并为TA PD机会提供建议。

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