文章基本信息

标题：Impact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants
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作者：Aisha Haque ; Ken N. Meadows
期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2020
卷号：11
期号：2
页码：1-18
DOI：10.5206/cjsotl-rcacea.2020.2.11103
出版社：Society for Teaching and Learning in Higher Education
摘要：Graduate teaching assistant (GTA) training initiatives such as the Lead TA Program seek to enhance the instructional competence of GTAs at a disciplinary level. This paper outlines the results of a mixed-method study conducted to evaluate the perceived impact of the Lead TA Program on GTAs during a two-year pilot implementation stage at a large, research-intensive Canadian university. As a result of participating in programming offered by Lead TAs, GTAs reported overall gains in their confidence as an instructor as well as increased disciplinary instructional competence. GTAs’ perceived benefits in relation to disciplinary instructional competence included: (a) increased knowledge of the TA role in the context of their department, (b) gains in pedagogical content knowledge, and (c) increased classroom management skills when facilitating disciplinary tasks or discussions. The study points to the potential for the Lead TA Program to enhance the general, domain, and topic-specific pedagogical content knowledge of GTAs. Unique challenges of implementing discipline-specific programming are addressed and recommendations are offered for establishing similar programs at other universities.
其他关键词：graduate teaching assistant training, Lead TA Program, disciplinary instructional competence, pedagogical content knowledge, mixed method research; formation des chargés de cours à l’enseignement supérieur, Lead TA Program, compétences en enseignement liées à la discipline, connaissances du contenu pédagogique, recherche à méthode mixte