The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants.

ABSTRACT: There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers. This study characterized inexperienced GTAs' teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning. GTA teaching beliefs were characterized as traditional (providing information to students), instructive (providing activities for students), and transitional (focusing on student-teacher relationship

SUBMITTER: Lee SW 

PROVIDER: S-EPMC6757226 | biostudies-literature | 2019 Mar

REPOSITORIES: biostudies-literature