Exploring STEM Teaching Assistants' Self-Efficacy and Its Relation to Approaches to Teaching.

ABSTRACT: Undergraduate and graduate teaching assistants (TAs) play large roles in introductory undergraduate education despite having little to no teaching experience or professional development (PD). Self-efficacy and teaching approach have each been studied as independent variables that impact teaching performance and student learning in the absence of practiced skill or developed knowledge. This study explored relationships between TAs' teaching approaches and teaching self-efficacy. Self-efficacy was measured using the Graduate Teaching Self-Efficacy Scale (GTA-TSES), and teaching approach was measured using the Approaches to Teaching Inventory (ATI). The following research questions guided the study: What is the relationship between TAs' approaches to teaching and their self-efficacy? How do a

SUBMITTER: Smith CR 

PROVIDER: S-EPMC10074270 | biostudies-literature | 2023 Mar

REPOSITORIES: biostudies-literature