An Integrated Approach to Training Graduate Teaching Assistants

Autor/inn/en	Gallardo-Williams, Maria Teresa; Petrovich, Lori Marie
Titel	An Integrated Approach to Training Graduate Teaching Assistants
Quelle	In: Journal of College Science Teaching, 47 (2017) 1, S.43-47 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Assistants; Graduate Students; Training; Integrated Activities; Teaching Methods; Graduate Study; Chemistry; Science Instruction; Program Implementation; Faculty Development; Integrated Learning Systems; Observation; Feedback (Response); Microteaching; Workshops; Program Effectiveness; North Carolina (Raleigh) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausbildung; Integrierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Lernwerkstatt; Schulung
Abstract	We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to demonstrate their commitment to teaching through training, evaluation, and recognition. Through critical reflection and application, participants learn the fundamental components of pedagogy, enriching their personal growth and professional development in teaching and learning. The program addresses content delivery as well as classroom management. As part of their participation in the program, GTAs complete three teaching workshops, undergo two formally documented classroom observations, and have access to online instructional support. Measurable outcomes include increased familiarity with teaching tools, enhanced enrollment of chemistry graduate students in advanced teaching programs offered by the Graduate School, and a surge in the number of universitylevel teaching awards for chemistry GTAs. We have received positive feedback from students and faculty, and have observed an increased level of GTA engagement. GTAs in the program were much more likely to interact with their students and supervisors in a positive way and to contribute teaching (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01