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Context 1
... result as shown in Figure 1 indicate that more (49.0%) participants indicated that the people who qualified to be demonstrators were the postgraduates while 39.0% of the participants felt that any senior student could work as a demonstrator at any level which is below his or her level. ...
Context 2
... result as shown in Figure 1 indicate that more (49.0%) participants indicated that the people who qualified to be demonstrators were the postgraduates while 39.0% of the participants felt that any senior student could work as a demonstrator at any level which is below his or her level. ...
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Citations
... It is known that the preparation of TAs for their teaching role is highly variable (Gardner & Jones, 2011;Hitch et al., 2018;Mutambuki & Schwartz, 2018;Rushin et al., 1997), and many have no pedagogical training at all. There have been frequent calls for both general and discipline-specific pedagogical training for TAs (Deacon et al., 2017;Luft et al., 2004), to increase their skills in teaching inquiry-based laboratories (Kurdziel et al., 2003), to improve their ability to mark fairly and consistently (Grainger et al., 2016;Herridge, Tashiro, & Talanquer, 2021;Smith & Coombe, 2006), and to increase their confidence with students and mastery of the scientific content (Gardner & Jones, 2011;Mugivhisa, Mavimbela, & Olowoyo, 2020;Rushin et al., 1997). Gardner and Jones (2011) recommended that TA training programs should: ...
Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.
