Teaching Assistants Research Articles

The incorporation of languaging tasks into pragmatics training for L2 teachers: The case of a Spanish graduate teaching assistant

The incorporation of languaging tasks into pragmatics training for L2 teachers: The case of a Spanish graduate teaching assistant

Examining the Impact of Teachers’ Cognitive Load on Student Engagement and Learning Outcomes in Saudi Classrooms

Background Examining the influence of cognitive load on teacher strategies, engagement of students, and the learning experience as a whole is essential in an age of educational reform and rapid technological evolution in instruction to become more effective pedagogues and positively impact student learning outcomes. This study explicates the experience of cognitive load on teachers and their ability to teach and engage students in the Saudi Arabian 21st-century classroom. Methods The study employed a qualitative research design to investigate the experiences of the 35 Saudi teachers through an essential initiative stratum of how they were selected in a randomized stratified process to ensure as much diversity as possible in the teaching community throughout Saudi Arabia. Data was collected through open-ended questionnaires and analyzed using thematic analysis to ascertain primary patterns and themes emerging from the data. Results The analysis found that (1) cognitive load significantly impacted teachers’ choice of instructional strategies. (2) Classroom performance was also impeded due to cognitive load as teachers struggled to engage and manage the learning of the students inside the classroom; (3) systemic and environmental forces devolving curriculum and integration of technology into instruction increased cognitive demand for the teachers, and (4) teachers employed various adaptive practices to manage their cognitive demands. They demonstrated tremendous resilience and adaptability in their practice. Conclusion The study findings have practical implications for educational policy and practice, primarily that educational policy and practice should focus on providing specific assistance and professional learning for teachers managing cognitive load. Finally, based on the findings, the study’s limitations and recommendations for further research are discussed.

Exploring the role of moxibustion robots in teaching: a cross-sectional study

BackgroundArtificial intelligence has gradually been used into various fields of medical education at present. Under the background of moxibustion robot teaching assistance, the study aims to explore the relationship and the internal mechanism between learning engagement and evaluation in three stages, preparation before class, participation in class, and consolidation after class.MethodsBased on the data investigated in 250 youths in university via multistage cluster sampling following the self-administered questionnaire, structural equation model was built to discussing factors of study process about moxibustion robots.ResultsIt was found after moxibustion robot teaching assistance that preparation before class, participation in class and consolidation after class positively predicted learning engagement. Learning engagement, preparation before class, participation in class, consolidation after class positively predicted effect evaluation. Learning engagement played a mediating role in the effect of preparation before class and consolidation after class on evaluation.ConclusionEmploying artificial intelligence in three stages of class can improve the quality and efficiency of medicine education and promote its innovation and development. Serviceable and valuable reference and inspiration for future teaching improvement and industrial development can be provided via the systematic research and analysis of the practical application of moxibustion robot in teaching.

Gen Z Generation's Difficulties in Proving Trigonometric Identities with The Help of Gpt Chat

Artificial Intelligence (AI) and machine learning technologies, which play an important role among emerging technologies, have developed rapidly and have begun to be used in various fields in recent years, especially in education. Many factors cause low student learning ability in mathematics lessons. This study aimed to analyze Gen Z students' difficulties in completing trigonometric identity proofs by utilizing ChatGPT Trigonometry-assisted learning. The type of research used was qualitative research. Research data were collected through observation of student activities, direct interviews, and related literature studies. This research was conducted in SMA N 1 Indralaya Selatan. The instruments used were test question sheets and interview guidelines. The results of this study indicate that Generation Z struggles with basic trigonometry concepts, early solution strategies, and proper algebraic manipulation. In addition, reliance on ChatGPT often reduces students' conceptual understanding of the material. This article recommends learning strategies integrating technology and direct teacher assistance to improve learning effectiveness.

Efektivitas Program Asistensi Mengajar dalam Kesiapan Menjadi Guru Pada Mahasiswa FKIP Universitas Ekasakti

The Teaching Assistance Program at the Faculty of Teacher Training and Education has an important role in preparing students to become professional and competent teachers. This study aims to analyze the effectiveness of the program in improving student teaching readiness. The approach used is qualitative with a descriptive-analytical method. Data was collected through in-depth interviews, observations, and documentation. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the Teaching Assistance Program provides significant hands-on experience for students in managing classes, developing learning plans, and interacting with students. Factors supporting the success of the program include the guidance of senior teachers, the support of partner schools, student motivation, and their involvement in curriculum management. Based on these findings, it is recommended that the quality of guidance be improved, cooperation with partner schools is strengthened, and program evaluations are carried out periodically. Thus, this program can run more optimally in preparing competent teacher candidates.

Pendampingan Baca Tulis Alquran Anak Melalui Metode Qiroati di Musholla Al-Ikhlas Pakalongan Sampang

Public ignorance about education in reading and writing the Al-Quran, is characterized by the number of teachers being disproportionate to the number of students learning to read and write the Al-Quran at the Al-Ikhlas Pakalongan Sampang prayer room, resulting in learning outcomes not meeting expectations. Teacher assistance measures students' understanding of reading and writing the Koran, including verses, pronunciation, rhythm, and correct recitation rules. With the ABCD (Asset Based Community Driven Development) approach, this very effective learning to read the Al-Qur'an is carried out through repetition, question and answer methods, deepening the material, and writing, which aims to truly empower the ability to read the Al-Qur'an students optimally. The Al-Ikhlas prayer room educates many elementary school children. This assistance is intended to assess the extent of the ability to read the Koran at the Al-Ikhlas Pakalongan Sampang Prayer Room, using the Qiroati method, where children know and understand how to read the Koran correctly with tartil rhythm. The Qiroati method plays a very important role in learning to read and write the Koran at the Al-Ikhlas prayer room, Pakalongan. The results of this assistance show that children are enthusiastic about participating in learning using the Qiroati method so that children are able to read the Koran fluently according to correct recitation rules and knowledge.

First Impressions on Supporting Students with a Course-Aligned, AI-powered Virtual Teaching Assistant (TA), Oliver

We show in this paper that an LLM-based tutor with a simple, web-based interface is readily used by students to answer natural language queries without specific training. Through analysis of the log data of nearly 3000 separate interactions, we find that students tend to use the tutor to clarify concepts and explain sticking points in laboratory assignments. Results indicate that the chatbot was used throughout the course at times outside of regular help-seeking hours, indicating that the tutor provides personalized support to students who are in need of help even when it is not available. Finally, through analysis of the log data, we can generate useful insights into student learning throughout the course.

Enhancing Undergraduate Engineering Education: Collaborative and Reflective Practices in Professional Learning Programs for Instructors and GTAs

This study focuses on a professional learning program designed to enhance pedagogical practices for engineering educators at a Canadian university. Rooted in situated learning theory, the program encompasses key themes such as the philosophy of teaching and learning, fostering learning opportunities, designing course for learning, and the scholarship of teaching and learning. Throughout the program, participants, including professors and graduate teaching assistants (GTAs), engaged in understanding student-centered pedagogies, reflective practices, and collaborative learning within Communities of Practice (CoPs). Employing a case study approach, we investigate participants’ learning experiences with the program. The outcomes of this study reveal participants’ emphasis on student-centered pedagogies, recognition of the value of CoPs and instructional coaches, reflection on pedagogical change, and the challenges and tensions encountered during program engagement.

Utilization of Local Wisdom as a Learning Source in Designing Learning Tools: Culturally Responsive Teaching Negeri Hila

Community Service (PkM) activities were carried out by providing training to teachers at SMA Negeri 6 Maluku Tengah in Waitomu Hamlet-Negeri Hila. This activity aims to provide insight into the development of teacher professionalism, more specifically how deep the application of CRT in learning activities at school. This activity is expected to encourage teachers to improve their competence and motivation to become professional teachers. The activity was carried out in a structured and systematic manner in the form of providing in-depth material for teachers. The result of the community service is that subject teachers can develop learning tools based on local wisdom, namely CRT, which utilizes the surrounding environment as a learning resource. In addition, 100% of teachers like this activity, this is because there are many training activities both from the center and local governments, but CRT-based training activities are rarely delivered and are even new to teachers. The school hopes that lecturers can continue to provide assistance and training for teachers at SMA Negeri 6 Maluku Tengah by sharing new things so that they can apply them in learning. By embracing CRT in learning, it can create an inclusive, interesting, and empowering learning experience that meets the various needs of all students and helps close the gap in learning

Development & Evaluation of a Teaching Assistant Institute to Build Near-Peer Teaching Capacity in Delivering Inclusive Public Health Education.

Teaching assistants (TAs) play a significant role in students' learning environment and experience but receive limited training in the non-curricular aspects of teaching and student support. Graduate students frequently engage in near-peer teaching, with student teachers with one or more years' experience compared to learners engaged in a structured teaching role. Academic institutions may perpetuate racism and its effects on health through institutional norms and pedagogy; training TAs to foster inclusive learning environments is therefore essential. In a complex, interdisciplinary public health Core curriculum, a required TA Training Institute was established to address the specific challenges of near-peer teaching. Content included managing sideways; effective modes of communication; boundary setting; referring students for support while taking care of one's own needs; and maintaining an inclusive learning environment, including managing heated, offensive, and/or tense (HOT) moments. The mixed-methods evaluation among 181 participants assessed 12 learning objectives; for all outcomes assessed, confidence in performing each job function was consistently high (87-100%) and increased statistically significantly post-training (McNemar p < 0.001). Lowest confidence was reported for responding to HOT moments (87%). TAs need training to support belonging and inclusion. This evaluation of a replicable training revealed significant improvements, with additional support needed to manage HOT moments.

Linking Internship Experience with Teacher Candidate Self-Efficacy and Teaching Motivation: Evidence from the Asistensi Mengajar Program

Real-world learning experiences are crucial in constructivist education. Teaching Assistance is one of the programmes that offers learning through real-world experiences to teacher candidates. This study aims to explore the impact of the Teaching Assistance programme on self-efficacy and teaching motivation. Involving 40 participants from Islamic Primary School Teacher Education Study Program, this study used a descriptive quantitative method with data collected through an online questionnaire based on a 7-point Likert scale. The results of the analysis showed that the majority of respondents had moderate levels of self-efficacy and motivation. This finding indicates that the Teaching Assistance programme was effective in increasing participants' self-efficacy and motivation to pursue a career as a teacher in the future, despite variations in their levels of self-efficacy and motivation. This study also shows the need to evaluate and improve the quality of the implementation of the teaching assistance programme so that participants' self-efficacy and motivation increase. Self-efficacy and motivation are critical to their future career readiness. Limitations of the study, such as the small sample size and reliance on questionnaires, lead to recommendations for further research with a more holistic approach. Overall, this study confirms that the Teaching Assistance programme can be an effective tool in preparing prospective teachers who are competent, motivated, and confident to face the challenges of the teaching profession.

Optimalisasi Pembelajaran Praktik Keterampilan Mengajar (PKM) Dalam Pelaksanakaan Program Asistensi Mengajar (AM)

The success of the Teaching Assistance program is supported by the optimal implementation of Teaching Skills Practice (PKM) learning. The good or bad implementation of PKM learning has close implications for the achievement of Learning (CPL) and the success of the Teaching Assistance (AM) program. The purpose of this study was to determine the implementation of Teaching Skills Practice (PKM) learning and the implementation of the Teaching Assistance program in the Social Sciences Education Department, FITK UIN Maulana Malik Ibrahim Malang. The research method uses a qualitative approach with a descriptive analysis research type. The results of the study explain that: The implementation of the Teaching Assistance student program in the Social Sciences Education Department is not optimal and there are still many things that need to be evaluated again, because students are not ready to be deployed to the field. Efforts that can be made to optimize PKM learning in the Social Sciences Education Department are providing learning evaluation courses before implementing teaching assistance, socializing the process of compiling independent curriculum learning devices, providing training on learning media innovation, workshops on developing learning models and strategies, and in the implementation of teaching skills practice courses, it is necessary to emphasize an explanation of the importance of teacher professional ethics.

Assessing the Impact of SM-3T on Enhancing Teacher Competence in 3T Areas: A Case Study in Indonesia

The Indonesian government has launched the Bachelor Program for Teaching in Frontier, Outermost, and Disadvantaged Areas (Indonesia: Sarjana Mendidik di Daerah Terdepan, Terluar, dan Tertinggal / SM-3T) as a means to enhance the educational standards in disadvantaged regions by deploying recent graduates as instructors. This study examines the impact of the SM-3T program on improving teacher competence in high-risk, remote, and underprivileged regions of Indonesia, namely in Terdepan, Terluar, and Tertinggal (3T) regions. This research is a qualitative case study approach, focus on teachers who took part in the program. Data were gathered using a blend of self-assessment forms and semi-structured interviews, offering valuable understanding of the professional growth of these educators, namely in their ability to teach effectively. According to the findings, the SM-3T program made a substantial contribution to enhancing teachers' pedagogical abilities, particularly in comprehending students' traits, devising and executing teaching methods, and doing assessments. The results emphasise the need of ongoing professional development initiatives in enhancing the effectiveness of education in remote regions. The research findings underline the importance of continuous assistance and training for teachers in 3T areas to guarantee enduring educational enhancements.

Integrating Continuous Assessment into Undergraduate Computer Architecture using Automated Grading

Continuous assessment (CA) improves student engagement and understanding through regular evaluations and rapid feedback. This approach was integrated into a foundational Computer Architecture course using frequent quizzes. To manage large class sizes and limited teaching assistance, automated grading software was used. This paper discusses the implementation of automated grading for quizzes, detailing the process, and presenting course results and student feedback. Observations based on student feedback and outcomes suggest that integrating CA through quizzes is beneficial for student engagement and learning.

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.

Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

Educational Approach of Special Relativity using a custom GPT as a teaching assistant

Generative Artificial Intelligence (GenAI) has emerged as a valuable assistant in education. Many GenAI tools have been designed to aid teachers in offering personalized learning to their students, tailored to their educational needs and difficulties. In this paper we present a custom Open AI’s GPT (IBL Educator GPT) that is designed and developed based on Inquiry based Learning and offers teachers a framework in which they can interact with ChatGPT and design educational strategies regarding Special relativity. To evaluate this tool via questionnaire that measures physics teachers’ beliefs concerning the adoption of AI tools in the classroom The utilization of the IBL Educator GPT has led to the improvement in teachers’ perspectives regarding the adoption of artificial intelligence-based tools for personalizing teaching.

Journey to becoming a culturally responsive science educator: reflections about use and barriers from graduate teaching assistants at a Minority-Serving Institution

IntroductionA pedagogical framework with the aim of dismantling sociostructural disparity and systemic oppression is culturally responsive science teaching (CRST). Although CRST has been linked with improved student empowerment, self-efficacy, and ethnic and academic identity, more research is needed to assess whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST. We conducted two training sessions for inclusive teaching practices and CRST during a graduate TA teaching professional development course at a research-intensive Minority-Serving Institution (MSI).MethodsWe collected surveys, written reflections, and session artifacts from five graduate TAs participants and used qualitative methods to generate an understanding of their experiences with inclusive teaching and CRST.ResultsResults from this exploratory study indicated that graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students with individualized attention and tried to make sociopolitical connections in their teaching. Also, they reported using inclusive practices and CRST by encouraging shared student experiences and promoting growth mindsets. A lack of time and training remained a barrier to implementation.DiscussionThese findings can inform future inclusive teaching professional development, which aims to bolster instructor's inclusive and culturally responsive science teaching practices, especially at MSIs.

Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities

ABSTRACT This study used thematic analysis of interview data to explore how secondary school students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning and wellbeing. One-to-one semi-structured interviews were conducted with twelve pupils in five mainstream secondary schools in England. The findings suggested that although there were some reported disadvantages of TA support in learning, the perceived benefits were more prominent, which included increased engagement with and better understanding of learning. The benefits of strong TA–pupil relationships were highlighted which suggested that TAs provided emotional safety and containment. The challenges included perceived social stigma and peer separation. Additionally, the findings suggested that TA support may hinder opportunities for independent learning. It was concluded that while the findings indicated that TA support benefits learning and wellbeing, the role of the TA in supporting student independence requires consideration. There is a risk of students forming an over-attachment to the TA which may also lead to emotional dependency.

Comparative effectiveness of self-learning and instructor-assisted pediatric cardiopulmonary resuscitation training: A prospective randomized study.

Unlike that for adults, training for cardiopulmonary resuscitation of infant and child is scarce, and warrants efforts for greater accessibility. Effective self-learning could expand training accessibility and facilitate the development of effective infant and child cardiopulmonary resuscitation training methods. This study was conducted to develop a pediatric cardiopulmonary resuscitation self-learning training program, implement nurse training, and evaluate training effectiveness by comparing trainees' achievement of self-efficacy in pediatric cardiopulmonary resuscitation, with or without instructor assistance. Prospective randomized controlled study. General hospital. Nurses working in a general hospital. Participants were randomly and sequentially assigned to either an instructor-assisted or a self-learning group and completed a pre-training survey, pediatric cardiopulmonary resuscitation training, post-training survey and test, and a 1-year follow-up test. Pediatric cardiopulmonary resuscitation training was divided into infant and child cardiopulmonary resuscitation training. Among the 97 participants, instructor-assisted and self-learning groups trained in pediatric cardiopulmonary resuscitation showed no significant difference in correct chest compressions, ventilation performance, and self-efficacy at the post-training assessment. However compared to the pre-training assessment, these parameters increased significantly in both groups at the post-training assessment (self-efficacy: infant cardiopulmonary resuscitation: pre-training 15.48, post-training: 17.25 vs pre-training 19.74, post-training 20.05; child cardiopulmonary resuscitation: pre-training 15.78, post-training 17.90 vs pre-training 19.48, post-training 20.55; both p<0.001), respectively. In the self-learning group, at the 1-year follow-up, the rate of correct infant resuscitation compression decreased significantly from 89 (immediate post-training score) to 76 (p=0.07), without significant intergroup difference. Regarding the time of measurement, although the main effect was significant (p<0.001), the interaction effect of instructor-assisted training and time of measurement on pediatric cardiopulmonary resuscitation self-efficacy was not. Pediatric cardiopulmonary resuscitation training did not differ significantly with training modality and improved self-efficacy, which changed significantly over time. These results aid the design of effective self-learning training programs for pediatric cardiopulmonary resuscitation training.

MOOC teaching assistants’ global-engaged learning in the US and China

How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.