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Article: From learner to teacher: (re)training graduate teaching assistants' teaching approaches and developing self-efficacy for and interest in teaching

TitleFrom learner to teacher: (re)training graduate teaching assistants' teaching approaches and developing self-efficacy for and interest in teaching
Authors
KeywordsApproaches to teaching
graduate teaching assistants
interest in teaching
self-efficacy in teaching
teacher education
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/07294360.asp
Citation
Higher Education Research and Development, 2020, Epub 2020-09-24 How to Cite?
AbstractGraduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students’ teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants (n = 310) completed items from the Approaches to Teaching Inventory, Teacher’s Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy (β = .30) which predicted achievement (end-of-course teaching, β = .33). Prior self-efficacy was also found to predict future interest (β = .17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/285391
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 1.428
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorShum, A-
dc.contributor.authorLau, P-
dc.contributor.authorFryer, L-
dc.date.accessioned2020-08-18T03:53:00Z-
dc.date.available2020-08-18T03:53:00Z-
dc.date.issued2020-
dc.identifier.citationHigher Education Research and Development, 2020, Epub 2020-09-24-
dc.identifier.issn0729-4360-
dc.identifier.urihttp://hdl.handle.net/10722/285391-
dc.description.abstractGraduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students’ teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants (n = 310) completed items from the Approaches to Teaching Inventory, Teacher’s Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy (β = .30) which predicted achievement (end-of-course teaching, β = .33). Prior self-efficacy was also found to predict future interest (β = .17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/07294360.asp-
dc.relation.ispartofHigher Education Research and Development-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectApproaches to teaching-
dc.subjectgraduate teaching assistants-
dc.subjectinterest in teaching-
dc.subjectself-efficacy in teaching-
dc.subjectteacher education-
dc.titleFrom learner to teacher: (re)training graduate teaching assistants' teaching approaches and developing self-efficacy for and interest in teaching-
dc.typeArticle-
dc.identifier.emailShum, A: alexshum@hku.hk-
dc.identifier.emailLau, P: pfmlau@hku.hk-
dc.identifier.emailFryer, L: fryer@hku.hk-
dc.identifier.authorityFryer, L=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/07294360.2020.1818063-
dc.identifier.scopuseid_2-s2.0-85091418594-
dc.identifier.hkuros312677-
dc.identifier.hkuros316309-
dc.identifier.volumeEpub 2020-09-24-
dc.identifier.isiWOS:000572501100001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0729-4360-

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