An Experiment on the Effectiveness of Training for Teaching Assistants.

Autor/in	Carroll, J. Gregory
Titel	An Experiment on the Effectiveness of Training for Teaching Assistants.
Quelle	(1975), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Faculty; College Instruction; Educational Objectives; Graduate Students; Teacher Behavior; Teacher Education; Teaching Assistants; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Educational objective; Bildungsziel; Erziehungsziel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	The results of this study show that an experimental training program for graduate teacher assistants (TAs) affected the observable teaching behavior of the participants in two respects--(1) participants made significantly greater use of instructional objectives and (2) they engaged in significantly more student-centered teaching. The subjects for this study were l9 novice TAs and 705 students enrolled in the introductory psychology course at Cornell University during the fall of 1975. The independent variable of this experiment was defined as TA participation in either an experimental or a control version of a seminar entitled, "The Teaching of Psychology." At random, ten TAs were assigned to the experimental group, and the other nine TAs were assigned to the control group. The experimental version of the seminar consisted of scheduled reading assignments on college teaching, at least two individual conferences for each TA with the course instructor, an individual video critique session for each TA, one unstructured group meeting with the course instructor, and five formal workshop sessions. The training program was designed by the investigator to encompass a broad range of teaching competencies. Several general skills related to overall course design were emphasized: (1) specifying instructional objectives; (2) utilizing objectives in the design of instruction and tests; and (3) making the cognitive levels of objectives congruent with the cognitive levels of instructional activities and tests. Specific skills were emphasized for facilitating student-centered discussions. The control version of the seminar consisted of fewer and unscheduled reading assignments, two unstructured group meetings with the course instructor, and the opportunity for each TA to view a videotape of his or her teaching, but alone and without any critique. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01