Effective Use of Peer Teaching and Self-Reflection for the Pedagogical Training of Graduate Teaching Assistants in Engineering

Autor/inn/en	Di Benedetti, Matteo; Plumb, Sarah; Beck, Stephen B. M.
Titel	Effective Use of Peer Teaching and Self-Reflection for the Pedagogical Training of Graduate Teaching Assistants in Engineering
Quelle	In: European Journal of Engineering Education, 48 (2023) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Benedetti, Matteo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2054313
Schlagwörter	Teaching Assistants; Graduate Students; Peer Teaching; Reflection; Student Attitudes; Teaching Methods; Engineering Education; Teacher Education; Student Centered Learning; Laboratories + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Peer group teaching; Peer Group Teaching; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Lehrerausbildung; Lehrerbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Laboratory; Laboratorium
Abstract	The use of the graduate teaching assistant (GTA) to support the teaching activities of higher education institutions has been growing over the years and it is now a well-established practice. Conventionally training sessions, consisting usually of workshops, remain general and overemphasise policies, not providing sufficient preparation for in-service teaching. This study proposes to overcome these shortcomings by introducing a new methodology that is based on the use of peer teaching and self-reflection and that is both continuous and discipline-specific. The analysis of the feedback, collected from GTAs' teaching practical engineering sessions during a full academic year, shows that by engaging with the training, each GTA developed their reflective practice and their student-centred teaching. Interestingly, results also show that some GTA underwent a regression phase during the second semester. It is expected that only a training method that continuously supports their pedagogical development can lead these GTAs towards a recovery phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01