Abstract
ABSTRACT This research study examined the role of instructional design knowledge in the development of teaching expertise for university teaching assistants (TAs). ID theoretically supports the development of systematic and meaningful patterns of cognitive organization that characterize teaching expertise. Therefore, it should support TAs in developing more expert-like methods for their teaching design and performance. We utilized a case-study approach to understanding the internal processes and external behaviors that unfold as TAs respond to ID as supportive of their teaching goals. TAs indicated increased self-awareness and metacognitive reflection about their teaching, and increased in satisfaction with their knowledge and skills. TAs' individual difference characteristics influenced their tendencies to adopt and implement various elements of the ID process and principles, with perceived utility emerging as particularly important. Implications for research and TA professional development are discussed.
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