Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning

Wan, Tong; Doty, Constance M.; Geraets, Ashley A.; Nix, Christopher A.; Saitta, Erin K. H.; Chini, Jacquelyn J.

doi:10.1103/physrevphyseducres.17.010146

Cited by 6 publications

(2 citation statements)

References 69 publications

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“…GTAs participated in a professional development session where they practiced using various pedagogical techniques, including error framing [8,9,12]. After this training, the GTAs were observed in select classes throughout the rest of the semester.…”

Section: A Participantsmentioning

confidence: 99%

Physics Graduate Teaching Assistant Use of Error Framing in Recitations and Laboratories

Sharkey,

Doty,

Wan

et al. 2023

2023 Physics Education Research Conference Proceedings

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Despite the positive gains towards student learning outcomes and engagement, active learning has been shown to potentially increase student anxiety due to a fear of negative evaluation. A pedagogical strategy proposed to mediate this issue is known as error framing; it asks instructors to encourage a perception of errors as being a natural part of the learning process. Previous work on this project investigated how graduate teaching assistants (GTAs) operationalized error framing during their training in a mixed-reality simulator but did not investigate their usage of it in their classrooms. This analysis characterizes the error framing statements made by GTAs during a set of classroom observations. We find that GTAs who employ error framing effectively avoid statements that might decrease student comfort and instead tend towards implicit, indirect strategies.

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Section: A Participantsmentioning

confidence: 99%

Physics Graduate Teaching Assistant Use of Error Framing in Recitations and Laboratories

Sharkey,

Doty,

Wan

et al. 2023

2023 Physics Education Research Conference Proceedings

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show abstract

“…This suggests that pedagogical training and mentorship of effective teaching must also include navigating the emotional and personal burdens associated with teaching. Akin to professional programs (e.g., clinical psychology, social work) that incorporate clinical supervision into graduate training, pedagogical training programs that emphasize feedback, opportunities to practice, and models of effective teaching typically result in graduate students reporting higher teaching self-efficacy (e.g., Boman, 2013;Troop et al, 2015) and relying on more and different methods of teaching (Wan et al, 2021). Indeed, a learner-focused model of teaching resulted in graduate students reducing teacher-focused models of teaching (i.e., primarily content delivery and lecturing) and reporting more teaching self-efficacy (Troop et al, 2015).…”

Section: The Importance Of Mentorship Training and Supervision Of Gsismentioning

confidence: 99%

Reflections from graduate student instructors on their first time teaching reveal structural and individual challenges

Sutherland¹,

Vahedi²,

Zannella³

2022

oSoTL

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Graduate student instructors occupy a unique ‘liminal space’ as trainees in and instructors of their discipline. While research has explored challenges graduate students face while teaching, there is limited exploration of the challenges graduate students face that transcend disciplinary boundaries while preparing for and teaching their first undergraduate class. This qualitative study asked graduate students to reflect on the challenges and surprises they encountered while preparing for and teaching their first undergraduate class. Our findings indicate that consistent with previous literature, most graduate student pedagogical training is not sufficient for preparing graduate student instructors and many of the challenges they encounter are the result of a lack of support and prioritization of pedagogy in graduate training. We anchor these findings in a discussion of structural barriers to effective pedagogical training in graduate school and a brief review of model graduate pedagogical training programs.

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Instructor interactions in traditional and nontraditional labs

Heim

Sundstrom

et al. 2022

Phys. Rev. Phys. Educ. Res.

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Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning

Cited by 6 publications

References 69 publications

Physics Graduate Teaching Assistant Use of Error Framing in Recitations and Laboratories

Physics Graduate Teaching Assistant Use of Error Framing in Recitations and Laboratories

Reflections from graduate student instructors on their first time teaching reveal structural and individual challenges

Instructor interactions in traditional and nontraditional labs

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