Preparing Future Biology Faculty

Lockwood, Stephanie A.; Miller, Amanda; Cromie, Meghan

doi:10.1525/abt.2014.76.1.5

Cited by 19 publications

(4 citation statements)

References 21 publications

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“…Much of the current literature focuses on TAs in the sciences (Dotger, 2011;Harris, Froman, & Surles, 2009;Linenberger et al, 2014;Lockwood, Miller, & Cromie, 2014;Marbach-Ad et al, 2012;Pentecost et al, 2012;Sandi-Urena & Gatlin, 2013), while a few studies address TAs more generally (Buskist, 2013;Gallego, 2014;Hardré & Burris, 2012;Santandreu et al, 2011). Some examples of TA training include discipline-specific pedagogy as an important part of the design (e.g.…”

Section: Why Tas Need Idmentioning

confidence: 99%

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Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Madden

Hardré

2016

JET

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Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a "toolbox" of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs' satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.

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Section: Why Tas Need Idmentioning

confidence: 99%

“…Some examples of TA training include discipline-specific pedagogy as an important part of the design (e.g. Lockwood, Miller, & Cromie, 2014;Marbach-Ad et al, 2012). However, they tend to lack the foundations of a toolbox of principles from learning theory or a strategic scaffolding for meeting students' instructional needs.…”

Section: Why Tas Need Idmentioning

confidence: 99%

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Madden

Hardré

2016

JET

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“…National calls for better graduate training programs have echoed this need (Leshner, 2018;Leshner & Scherer, 2019;Love Stowell et al, 2015;Tanner & Allen, 2006), as well as the inherent benefits of pedagogical training for the research field as well (Feldon et al, 2011). Some of these needs may be met by course-based learning about pedagogy (Baumgartner, 2007;Deshler et al, 2015), while other methods include explicit mentorship (Lockwood et al, 2014), community-based practice (Brower et al, 2007;Price et al, 2021), or apprenticeship in K-12 teaching (Ufnar & Shepherd, 2021). Frequently, these efforts are targeted at the level of the graduate teaching assistant (DeChenne et al, 2015;Deshler et al, 2015;Gilmore et al, 2014;Reeves et al, 2016;Rivera, 2018;Schussler et al, 2015;Wan et al, 2020), which is an environment that is well suited for improving TA-led classroom effectiveness and introducing graduate trainees to pedagogical development.…”

Section: Introductionmentioning

confidence: 99%

Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods

Stromholt,

Wiggins,

Von der Mehden

2023

Journal for STEM Educ Res

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The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students.

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“…Sozer, Zeybekoglu and Alayli (2019) discuss the benefits emerging for GTAs from observed micro-teaching activities. Further investigations explore the use of disciplinary peer mentors (Lockwood, Miller and Cromie, 2014;Joyce and Hassenfeldt, 2020), lesson study activities (Deshler, 2015;Lampley, Gardner and Barlow, 2018) and co-teaching experiences (Howlett and Nguyen, 2020).…”

Section: Introductionmentioning

confidence: 99%

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Dobbins

Adams

Bishop

et al. 2021

Compass

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Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.

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Preparing Future Biology Faculty

Cited by 19 publications

References 21 publications

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

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