Teaching Assistant Responses to COVID-19: Investigating Relationships between Stress, Self-Efficacy, and Approaches to Teaching

Autor/inn/en	Smith, Cody; Menon, Deepika; Wierzbicki, Annette; Dauer, Jenny
Titel	Teaching Assistant Responses to COVID-19: Investigating Relationships between Stress, Self-Efficacy, and Approaches to Teaching
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.11-19 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Assistants; COVID-19; Pandemics; Anxiety; Self Efficacy; Teaching Methods; Professional Development; Attitudes; Undergraduate Study; STEM Education; Electronic Learning + Suchen Sie Ihr Suchwort? Angst; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Attitude; Einstellung; Verhalten; Grundstudium; STEM
Abstract	Undergraduate and graduate teaching assistants (TAs) are tasked with instructing undergraduate courses with little to no professional development (PD). To better develop PD opportunities, it is important to understand the benefits of improving TAs' self-efficacy and the stressors associated with their roles. This study investigated how stress related to the COVID-19 disruption of the spring 2020 semester affected TAs' self-efficacy. Pre-, mid-, and postsemester surveys of self-efficacy and perceived stress were analyzed along with a structured postsemester interview addressing TAs' stress related to the disruption. Although no relationships were found between self-efficacy and stress, qualitative results indicated that stressors related to changes in and uncertainty around their responsibilities influenced TAs' confidence in their teaching. The results of this study are discussed in relation to PD programs providing experiences with multiple teaching modalities, strategies for time management, and mental health resources. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01