Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants

Prieto, Loreto R.; Meyers, Steven A.

doi:10.1207/s15328023top260404

Cited by 77 publications

(70 citation statements)

References 7 publications

(15 reference statements)

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“…This finding is a contribution to the existing literature on training programs for graduate student instructors and a direct response to Carroll's (1980) suggestion that ''[i]t would be of particular interest to measure how TAs' concepts of teaching change as a result of training'' (p. 176). Our findings also complement other research that has examined change with respect to behavior (Dalgaard 1982), affect (Williams 1991), and self-efficacy (Prieto and Meyers 1999).…”

Section: Discussionsupporting

confidence: 86%

Graduate students’ conceptions of university teaching and learning: formation for change

2008

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The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure, four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of responses in the last two categories. No significant differences were attributed to course type or instructor.Keywords Teaching conceptions Á Higher education Á Change in conceptions Á Thinking about teaching and learning Á Graduate teaching development Research on teaching conceptions began to appear in scholarly journals more than three decades ago. At the outset, the research was primarily focused on conceptions of school teachers (for reviews see Calderhead 1996;Fang 1996). The extension of this research to the tertiary context is more recent and the corresponding empirical literature relatively nascent. This research has mostly explored the nature and scope of conceptions of different populations including ''excellent academics'' (e.g., Andrews et al. 1996;Hativa et al.

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Section: Discussionsupporting

confidence: 86%

Graduate students’ conceptions of university teaching and learning: formation for change

2008

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“…The development of research in the said field was mostly influenced by the appearance of studies on the importance of general selfefficacy , social self-efficacy (Erozkan, 2013), teacher self-efficacy (Schwarzer & Hallum, 2008;Yoon, 2002). Therefore, we consider that research is lacking the analysis of positive results of training module on enhancing self-efficacy even though we succeeded in finding several works of similar type (Moseley et al, 2002;Prieto & Meyers, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…This study is original because the majority of previous studies have focused on general or teacher self-efficacy among teachers, however there is still a lack of publications that would analyze general, social, and teacher self-efficacy in its entirety. Other studies in this topic concentrated only on changes of self-efficacy among teachers or teaching assistants when applying educational program for enhancing social self-efficacy (Moseley et al, 2002;Prieto & Meyers, 1999) but in this study changes of general, social, and teacher self-efficacy when applying training module on enhancing social self-efficacy in teacher education students were analyzed. Therefore, this study provides new knowledge of the enhancing self-efficacy in the field of research.…”

Section: Introductionmentioning

confidence: 99%

Enhancing of Self-Efficacy in Teacher Education Students

2017

European Journal of Contemporary Education

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In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = .57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on enhancing self-efficacy composed of 26 one-hour sessions was applied on experimental group. A pretest-posttest control group design was used in order to assess the effectiveness of the training module as well as to collect data. A General Self-efficacy Scale, a Social Self-efficacy Scale, and a Teacher Self-Efficacy Scale were used. The findings showed that this training module on enhancing social self-efficacy was effective on the teacher education students' general self-efficacy, social self-efficacy, and teacher self-efficacy beliefs.

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“…In addition, GTA self-efficacy, which involves "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" [10], has also been the subject of research [11][12]. Additional research has been done in training GTAs to teach writing in composition courses [13][14][15] and exploring the special needs of Chinese GTAs teaching composition to native English-speaking students [16].…”

Section: Evolution Of Gtas and Writing In Engineeringmentioning

confidence: 99%

Extending WID to Train Mechanical Engineering GTAs to Evaluate Student Writing

Barr¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Beyond first-year composition, the undergraduate mechanical engineering curriculum provides few opportunities for students to develop technical writing skills. One underutilized path for students to strengthen those skills is the required sequence of laboratory courses, where students write reports that are evaluated by graduate teaching assistants (GTAs), many of whom speak English as a second language. Historically, engineering GTAs have not been trained in formative assessment techniques to help students improve their technical writing skills. This paper details a comprehensive study of a GTA training program implemented in a large mechanical engineering department. Situated within the field of Writing Across the Curriculum/Writing in the Disciplines, the program was developed to meet the unique needs of the department's GTAs and address perceived deficiencies in undergraduate student writing by teaching best practices in writing evaluation. Two methods were used to assess the efficacy of this program: 1) Qualitative methods such as interviews and an open-ended survey were used to gain the perspective of the GTAs and their students on a variety of issues; and 2) A summative assessment compared Senior Capstone Design final reports completed prior to the program's implementation to reports completed three years later to gauge improvement in clarity and concision. This research is relevant to engineering programs seeking to improve the communication skills of their undergraduate students. The program used limited staff/faculty resources to extend the knowledge and skills of its GTAs and reach all its undergraduate students through existing required courses.

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Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants

Abstract: We surveyed psychology graduate teaching assistants (GTAs)

Cited by 77 publications

References 7 publications

Graduate students’ conceptions of university teaching and learning: formation for change

Graduate students’ conceptions of university teaching and learning: formation for change

Enhancing of Self-Efficacy in Teacher Education Students

Extending WID to Train Mechanical Engineering GTAs to Evaluate Student Writing

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