Exploring a Qualitative Methods Approach to Measure Learning Gain in Teaching Assistants: A Chinese Case Study

Autor/inn/en	Xie, Jianmei; Huijser, Henk
Titel	Exploring a Qualitative Methods Approach to Measure Learning Gain in Teaching Assistants: A Chinese Case Study
Quelle	In: Asian Journal of University Education, 16 (2020) 3, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Qualitative Research; Measurement; Teaching Assistants; Graduate Students; Student Attitudes; Role Perception; Training; Skill Development; Prior Learning; Language of Instruction; English (Second Language); Teaching Skills; Foreign Countries; International Schools; China; United Kingdom + Suchen Sie Ihr Suchwort? Qualitative Forschung; Messverfahren; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Role conception; Rollenverständnis; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Vorkenntnisse; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; International school; Internationale Schule; Großbritannien
Abstract	This paper explores the use of a range of qualitative methods to measure learning gain of teaching assistants (TAs) in mainland China at a Sino-British University where the authors used to work. It uses a case study to report on an evaluation of TA training at the University, which is part of its Postgraduate Research Development Programme, to ascertain students' acquired skills and skills gaps. A key focus of this evaluation consists of exploring ways to measure learning gain for individual TAs. As teacher educators, the researchers delivered TA training, conducted specialist observations of TAs' teaching practice, as well as a series of 'Learning to Teach' groups. Measuring individual learning gain of TAs occurred during the semester and at the end of the semester. Criteria and measurements were tested to explore how learning gain of TAs could be measured in a Chinese higher education context. Implications outlined in this paper could be useful for TA training in higher education settings. Key findings include that evaluation of learning gain should occur at different points in time, as well as be continuous, consistent and comprehensive. In other words, multiple approaches, including both quantitative and qualitative methods, could capture a more objective picture of TAs' learning gains. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01