Publication Date

2016

Department

Ecology, Evolution and Organismal Biology

Abstract

Graduate teaching assistants (TAs) receive little to no formal training in pedagogy before entering the classroom. Such deficiencies may contribute to increase anxiety and poor self-efficacy for TAs, potentially hindering opportunities to train future faculty. We tested the effects of a previously established, low investment, method of TA training through making and receiving peer-evaluations on TA self-efficacy compared to performing self-assessments and reflection of teaching experiences in three introductory biology courses at a large, Mid-western university. While peer-evaluations did not affect quantitative measures of self-efficacy, we did observe greater increases in self-efficacy among TAs with more experience. We suggest that future studies on the effects of peer-evaluations may be most effective when conducted by experienced TAs.

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