Abstract
Simulator training allows graduate teaching assistants to deliberately practice evidence-based teaching skills and to transfer these skills to real teaching situations.
Highlights
We evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants’ (GTAs) instructional practices as well as undergraduate student learning outcomes
We evaluated the impact of a GTA PD program that makes use of a classroom simulator
We examined the impact of simulator training on GTAs’ classroom practices as well as the subsequent influence on undergraduate student learning
Summary
In many STEM courses at large research universities, GTAs serve as the sole instructors in small sections of recitation and laboratory [1]. Such environments are ideal for active learning as students are given opportunities to work collaboratively in groups and to engage in hands-on activities.
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