Development of a Teaching Assistant Reflection System to Improve Self-Efficacy

Abstract

In this study, we propose a teaching assistant (TA) reflection system using successful experiences to develop self-efficacy. Many universities hire graduate students as TAs. TAs support students enrolled in a course. For TAs to gain proficiency from their teaching experiences, it is effective to reflect on those experiences during their interaction with the course’s students. Reflection on successful experiences is expected to develop the self-efficacy of TAs. Therefore, we develop a TA reflection system that can be applied in the classroom. The wearable device is designed to send TA selfevaluation data from a sensor and a video to a server. Once a TA finishes giving instruction to a student, the TA records a selfevaluation related to that interaction using the wearable device. The self-evaluation of the TA’ instruction is used to determine whether the interaction was a successful experience. The wearable device collects data from a microphone and an accelerometer to estimate the TA’s actions. Video footage is recorded by the wearable device that can be played back during reflection period. We introduce the TA reflection system to several classroom sessions and conduct TA reflection. We find that TA self-efficacy is not necessarily developed as a result of reflection. However, compared with TAs who do not use the TA reflection system, some TAs who reflect on their self-efficacy are affected greatly. We continue to examine whether it is possible to develop a TA’s self-efficacy by collecting more appropriate experiences of success.