Assessing how a teaching professional development program for biology graduate students bolsters self-efficacy and shapes teaching perspectives.

ABSTRACT: Graduate teaching assistants (GTAs) teach undergraduates directly, and many are future faculty, making it particularly important for them to be trained in using evidence-based instructional practices. We implemented and assessed a teaching professional development program for 19 biology GTAs aimed to help them develop their teaching perspectives and improve their teaching self-efficacy. The program consisted of a pre-semester bootcamp of pedagogical workshops, mentoring sessions throughout the semester, crafting a teaching philosophy statement, and reflective peer teaching observation. We surveyed and interviewed students throughout the program to assess their growth and identify elements of the program that supported their growth. We found that participants' self-efficacy improved immedia

SUBMITTER: Navlekar AS 

PROVIDER: S-EPMC12369321 | biostudies-literature | 2025 Aug

REPOSITORIES: biostudies-literature