Teaching Assistant Training Research Articles

Foreign Language Teaching Assistant Training: A Contrastive Analysis of Trainers and Trainees' Perspectives

This study explores current practices of teaching assistant (TA) training in doctoral-granting institutions and expands on previous studies by exploring the views of both faculty and graduate students involved in the process. Our overall goal is to determine whether training practices and goals have changed and, if so, to what extent, in order to reflect the changing objectives of the foreign language (FL) field in the last decades—objectives that involve the development of translingual and transcultural competence and the integration of twenty-first-century skills. We conducted a nationwide survey of Spanish departments that focused on three main areas: language, culture, and technology. Results indicate that TA training is based on immediate teaching needs and lacks long-term goals of professionalization and that there are substantial differences in opinion between TAs and faculty in charge of the training regarding its effectiveness. We argue that our findings have direct implications for the revitalization of TA education since only when TAs are trained to fully integrate culture and language and incorporate technology in meaningful ways in lower-level courses will FL departments be able to strive for the desired integrated curriculum.

The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.

Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies

ABSTRACT Graduate teaching assistants (GTAs) are responsible for direct instruction of geoscience undergraduate students at an array of universities and have a major effect on the knowledge, beliefs, and practices of their students. GTAs benefit from in-department training in both beliefs and practices that align with the existing literature on teaching and learning in the discipline, and such training can have long-standing effects when GTAs transition into faculty roles. However, the most recent review, in 2003, revealed little literature examining outcomes of geoscience GTA training programs. Using the framework of the GER Strength of Evidence Pyramid, this article outlines the development and application of a rubric to allow the user to analyze the existing geoscience GTA training literature and provide example study designs at each level of strength. Extending back to 1980, we discovered a total of three peer-reviewed articles describing and empirically evaluating the effect of GTA training programs in the geosciences. Thus, this article also draws from other science disciplines to provide examples for the levels of the rubric not currently represented in the geoscience literature, providing a set of contextually similar models that future designers of geoscience GTA training might draw on to maximize their strength of evidence, given specific institutional and programmatic constraints. Furthermore, we describe ways in which the use of the rubric provides a framework for characterizing the GTA training literature, which revealed areas of research and characteristics of rigor needed for future work.

Creating critical objectives and assessments using a critical communication pedagogical framework

ABSTRACTCourses: Instructional Communication, Graduate Teaching Assistant Training ProgramsObjectives: Students will (1) understand critical communication pedagogy (CCP); (2) evaluate traditional and critical objectives and assessment procedures; and (3) create critical objectives and assessment procedures.

Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum

Laboratory course redesign and effective implementation of an inquiry-based curriculum can be challenging, particularly when teaching assistants (TAs) are responsible for instruction. Our multiyear redesign of a traditional general chemistry laboratory course has included transitioning to a project based guided inquiry (PBGI) curriculum that emphasizes chemical lab techniques, self-driven experiments, and development of scientific writing skills as well as development of an intensive, inquiry-based training for TAs. The purpose of this article is to describe our inquiry-based laboratory curriculum and TA training, discuss the benefits of an immersive week-long training process for both undergraduate TAs (UTAs) and graduate TAs (GTAs), provide evidence of efficacy of our program, and offer suggestions on ways to develop a similar model in other university contexts. By providing extended training for all TAs that covers teaching theory, pedagogy, and practical aspects of lab, this course now allows students...

Developmental laboratory report-writing programme based on progression throughout the year: how to make better use of staff/student time and increase student satisfaction

In this work, an alternative approach to laboratory programmes is proposed in which students are required to submit one report section at a time and the key results, rather than submit complete reports after each experiment. The report sections are selected in order of perceived difficulty. The evaluation results suggest that report writing is an activity that students find difficult and time consuming, and that there is appreciation of only having to deal with one section at a time, and then receiving detailed comments on that section—which will then be useful when writing the complete report at the end of the programme. The study is based on a comparison from three cohorts of the Year 2 programme at Sheffield: from 2013/14 to 2015/16. Across these years, there is an increase in student satisfaction from 64% to 73% as well as an increase in average mark when normalised according to the overall year mark. As well as being positive for the learning experience, it is argued that such targeted reports are more cost-effective in terms of training, monitoring and marking time for the graduate teaching assistants (GTAs). This is significant in the context of increased student numbers and the limited availability of GTAs as they progress through their postgraduate education.

The efficacy of early language intervention in mainstream school settings: a randomized controlled trial.

Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N=132) with a 20-week version of the same programme starting in Reception (N=133). The intervention groups were compared to an untreated waiting control group (N=129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d=.21; 30-week programme: d=.30) immediately following the intervention and were maintained at follow-up 6months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education.

Reading Intervention for Poor Readers at the Transition to Secondary School

ABSTRACTThis study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed.

¿Cómo diseñar ayudantías que favorezcan el aprendizaje activo de los estudiantes tutoreados?: La percepción del ayudante universitario

espanolEste trabajo indaga sobre aquellas acciones que ayudantes de pregrado de las carreras de Ingenieria Comercial y Psicologia de una universidad de Santiago de Chile, consideran relevantes al disenar espacios de ayudantias que favorezcan el aprendizaje activo de todos los estudiantes que asisten a ellas. Mediante una metodologia cualitativa, enmarcada en los principios de la Grounded Theory, se realizaron 12 entrevistas semiestructuradas con ayudantes de pregrado de las carreras antes mencionadas. Los resultados muestran (i) la necesidad de considerar acciones preparatorias que permitan el planificar de manera consciente y responsable las ayudantias, (ii) la consideracion de estrategias que favorezcan la construccion conjunta de una ruta de aprendizaje durante el inicio, desarrollo y cierre de la misma, asi como, (iii) los beneficios que reporta a ayudantes como a estudiantes en su aprendizaje. Finalmente, se concluye con las implicancias practicas e investigativas de estos hallazgos en el campo de la formacion de ayudantes. EnglishThis work investigates those actions that undergraduate teaching assistants in careers of Commercial Engineering and Psychology of a university of Santiago de Chile consider relevant when designing spaces of peer tutoring that favor the active learning of all the students who attend assistantship. Using a qualitative methodology, based on the principles of Grounded Theory, 12 semi-structured interviews were conducted with undergraduate teaching assistants from the aforementioned careers. The results show (i) the need to consider preparatory actions that allow for the conscious and responsible planning of assistants, (ii) the consideration of strategies that favor the joint construction of a learning route during the initiation, development and closure of the peer tutoring, and (iii) the benefits it brings to undergraduate teaching assistants as students in their learning. Finally, we conclude with the practical and investigative implications of these findings in the field of the training of undergraduate teaching assistants.

Reaching Resisters in a Teaching Assistant Training Program

In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students’ teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research study attempts to fill that gap by evaluating the relationship between TAs’ participation in one university’s Certificate in University Teaching (CUT) program and their resistance to its pedagogical strategies. The study defines the types of resistance and analyzes the reasons behind it. Findings address ways to more effectively reach resisting TAs and improve our own teaching practices.

Oral language skills intervention in pre-school-a cautionary tale.

While practitioners are increasingly asked to be mindful of the evidence base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse. To evaluate the effectiveness of a language intervention programme for children identified as having poor oral language skills in preschool classes. A randomized controlled trial was carried out in 13 UK nursery schools. In each nursery, eight children (N = 104, mean age = 3 years 11 months) with the poorest performance on standardized language measures were selected to take part. All but one child were randomly allocated to either an intervention (N = 52) or a waiting control group (N = 51). The intervention group received a 15-week oral language programme in addition to their standard nursery curriculum. The programme was delivered by trained teaching assistants and aimed to foster vocabulary knowledge, narrative and listening skills. Initial results revealed significant differences between the intervention and control group on measures of taught vocabulary. No group differences were found on any standardized language measure; however, there were gains of moderate effect size in listening comprehension. The study suggests that an intervention, of moderate duration and intensity, for small groups of preschool children successfully builds vocabulary knowledge, but does not generalize to non-taught areas of language. The findings strike a note of caution about implementing language interventions of moderate duration in preschool settings. The findings also highlight the importance of including a control group in intervention studies.

An Intensive Training Program for Effective Teaching Assistants in Chemistry

We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information to benefit other similar GTA training programs in the future.

Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.

International Teaching Assistants and teacher identity

This paper reports on a study of International Teaching Assistant (ITA) teacher identity construction at a U.S. tertiary institution, an example of an ‘atypical’ research site neglected by the current perspective of Western dominated applied linguistics. The researchers adopt a critical perspective to explore complex micro classroom interactions as well as macro dimensions of the D/discourses woven intertextually into introductory courses in sciences and business. The study focuses in particular on the educational function ITAs perform as NNE speaker teachers, the extent of their accommodation to U.S. pedagogical norms, and the construction of their identities as expert teachers. Video taped classroom sessions as well as interviews and retrospective accounts of five participants comprise rich data for 23 extracts of talk and discussion of ITA pedagogical practices, challenges and conflicts, and attitudes towards negotiation of U.S. norms and their own teacher identities. This interview-based case study raises issues related to teacher training of both ITAs and NE speaker teaching assistants, the role of NNE speakers as sources of diversity and multiculturalism, and the need for increased awareness of U.S. institutions of world Englishes and movement away from the deficit view of international teaching personnel so often observed.

TEACHING ASSISTANT TRAINING TO ENHANCE GRADUATE ENGINEERING EDUCATION

Graduate student teaching assistant (TA) training is a one-day intensive program at Memorial University’s Faculty of Engineering and Applied Science that introduces new graduate students to the roles and responsibilities of being an effective TA. This program uses online tools, case studies and theory discussions to orient new TA's to teaching and learning practices. A recent survey of graduate students taken after completion of the TA training led to modification of the current program. This paper will outline the program, proposed changes to the program and demonstrate how adapting student feedback can contribute to continuous improvements in student education.

Succession Planning for Library Instruction

Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic libraries. They provide strategies and tools for use and adaptation.

Passing the baton: a collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines

A systematic approach to the training of graduate teaching assistants (GTAs) is required to meet the challenges posed by growing numbers of undergraduate and graduate students. At University College Dublin, educational developers and academic staff across six schools collaborated on the design and phased implementation of context-specific GTA modules. By year three of the project, academics were successfully implementing credit-bearing GTA modules in their schools, describing them as tailored and relevant to their needs, and valuing the dynamic partnership involved in their development. GTAs stated that the modules helped them to understand relevant policies and procedures, motivated them to fulfil their role, and had given them ideas on how to change their teaching. This approach had supported the successful ‘passing of the baton’ from educational developers to academic staff.

Chinese Biology Teaching Assistants' Perception of their English Proficiency: An Exploratory Case Study

Many Chinese graduate students are teaching assistants (TAs) in mathematics, science and engineering departments in the U.S. universities. TAs’ English proficiency has been a subject of concern or even criticism for years in the U.S. However, only one research has been found around international TAs’ English proficiency per discipline. No research has been found about Chinese TAs’ English proficiency. None has been done on Chinese TA’s perception of their English proficiency in biology. With this gap noticed, I deployed interviews to explore what the three biology TAs perceived as to their English proficiency. The study found that their perception was more relevant to their content-knowledge preparation for teaching and their previous English-learning experience than cultural influence. These findings suggest that content knowledge and language competence are both important thus should be combined in TA training programs, in order to improve TAs’ overall English proficiency in teaching.

Competencies Required for the Facilitation of Online Learning Courses: An Online Teaching Assistants Competency Based Approach

Teaching Assistants also known as e-tutors are unfamiliar with skills needed for teaching at open distance learning institutions. But many open and distance learning systems around the world use the services of part time teaching assistants as a link between students and the university. Globally Teaching Assistants serve as part of the student support network of any open distance education university. Moreover, Teaching Assistants are engaged as a link between the course coordinator, students and the open distance learning institution. They perform various roles such as facilitating learning of subject matter content, stimulating discussion forums, assessing assignments, providing motivation and encouragement, and supporting students on group projects. Each of these roles requires specific competencies to enable them to perform satisfactorily. This qualitative study sought evidence from teaching assistants who have been involved with the UNISA online module over two semesters. The review of literature, observation of interaction between students and teaching assistants and e-mail interviews were used to identify the roles performed by Teaching Assistants at an Open Distance Learning institution and the competencies required for each role in the facilitation of student support and retention. The results showed that teaching assistants were already computer literate before they participated in the online module. They also learnt various skills during the facilitation process but still need to learn more to build their confidence. This study recommends the training of online teaching assistants for use in competence-building to be effective online facilitators. DOI: 10.5901/mjss.2014.v5n23p1405

Building a Sustainable Life Science Information Literacy Program Using the Train-the-Trainer Model.

The train-the-trainer model has great potential for expanding information literacy programs without placing undue burden on already overextended librarians; it is surprisingly underused in academic libraries. At the University of Kentucky, we employed this model to create a new information literacy program in an introductory biology lab. We trained biology teaching assistants (TAs), each of whom was responsible for teaching two lab sections, to teach scientific database searching and Endnote Online to undergraduates. Over the first two semesters, we taught or co-taught 78 sessions of BIO 155 (nearly 2,200 attendees), with the librarian only in attendance at TA training and a total of 14 class sessions. Here we describe the program from its inception in late 2012 through the present, covering such topics as course coordinator buy-in, class design, active learning exercises, and assessment. Of particular note is the progression of our training program, which evolved from a style encouraging imitation toward one inspiring TAs to personalize the subject matter. We believe this approach inspired TAs to reflect on the importance of information literacy in their own research and to emphasize its relevance to undergraduates.