An Initial Exploration: Perspectives from Graduate Teaching Assistants
Through this Work in Progress paper we will describe a course that is required of our GTAs that was designed based on general GTA and teacher preparation literature. Now that the course has been successfully piloted for GTAs teachings in different first-year engineering courses, we are interested in expanding the objectives and impact of this course to other settings. Specifically, our research question is: How do GTAs develop their pedagogical epistemologies? To begin to answer our research question, we have collected pilot data from a survey which will also be presented in this paper. The survey aims to capture GTAs’ self-regulation, self-efficacy, and cultural sensitivity.
The information we have collected will allow us to improve opportunities for GTA development. As this work progresses, we plan to develop resources that can be used by a variety of institutions to better support GTAs in their pedagogical development. While the implementation of this training will cater to STEM fields specifically, we believe that the results will encourage its integration into existing resources to complement the range of resources currently provided by teaching and learning centers and departments.
The Ohio State University
Electrical and Computer Engineering
University of North Carolina at Charlotte
Engineering Fundamentals Program
University of Tennessee, Knoxville