Evaluating the impact of the graduate certificate in academic practice (GCAP) programme

Abstract

Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs and support staff at a research-intensive institution. The concept of impact evaluation is explored. This qualitative research establishes impact on the approaches participants took and their understanding of teaching following on from the programme. Interviews with nine participants, analyses of their critical reflective portfolios, and analyses of their teaching observation commentary are reported on. Findings reveal participants felt they had gained particular skills of teaching, were more reflective, and adopted a more student-centred approach to their teaching. It is recommended that training on specific teaching skills be incorporated into the provision available for GTAs and that disciplinary differences accommodated.

Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching

“…An increase in the use of student-centred approaches has been documented among faculty members participating in teaching development in other studies (e.g., Gibbs & Coffey, 2004;Postareff, Lindblom-Ylänne, & Nevgi, 2007). Greater reflection and increased adoption of studentcentred teaching approaches were also found in a qualitative study on the impact of TA training in the UK (Chadha, 2015). Critical reflection is a key characteristic of studentcentred teaching and is an important precursor to changes in practice (Brookfield, 1995).…”

“…Previous research on TA development program impact. Although research on the impact of TA training programs is slowly growing, the majority of studies have relied on small samples (e.g., Chadha, 2015;Hardré & Burris, 2010;Step-Greany, 2004) and self-report measures. In order to get more nuanced descriptions of the TA development process, recent studies have started to incorporate data from multiple sources, including: feedback on TA teaching from instructors, students, and peer trainers (Rolheiser et al, 2013); changes in student grades after TA training (Hughes, 2014); control groups; and changes in the teaching philosophies of graduate students as a result of training (White, Syncox, Heppleston, Isaac, & Alters, 2012).…”

“…Student-centred teaching. Research has shown that teachers who participate in training can become more student-centred in their orientation (Chadha, 2015;Ho, 1998). Because of the growing emphasis on student-centred approaches to teaching in the university classroom (Dawson, Mighty, & Britnell, 2010;Gibbs & Coffey, 2004;Stes, Coertjens, & Van Petegem, 2010), TA programs have increasingly included a focus on student engagement, inquiry-based learning, and the use of active learning techniques (Hughes, 2014).…”

Making sense of cultural bumps: Supporting international graduate teaching assistants with their teaching

“…The importance of teacher training for Graduate Teaching Assistants (GTAs), both as induction into UK Higher Education (UKHE) (Muzaka, 2009) and as long-term development (Chadha, 2015;Sandi Urena et al, 2011), is a topic of long-standing research interest (Beaton & Gilbert, 2013;Park, 2002;Winter et al, 2017). Our study concentrates specifically on where international GTAs experience 'cultural bumps' and 'adjustment stresses' (Wu & Hammond, 2011) to UKHE.…”

The Changing Landscape of Graduate Teaching Certificate Programs in Canada

“…There is a recognized need for teaching assistant training in post-secondary institutions (Chadha, 2015;Love Stowell et al, 2015). Studies have identified several positive outcomes of participating in teaching and learning development, including greater awareness and interest in different teaching practices (e.g., Ash et al, 2009), greater confidence and self-efficacy (e.g., Brancaccio-Taras et al, 2016), and a shift towards student-centred teaching (e.g., Derting et al, 2016).…”