Assessing Graduate Teacher Training Programs: Can a Teaching Seminar Reduce Anxiety and Increase Confidence?

Autor/in	Pelton, Julie A.
Titel	Assessing Graduate Teacher Training Programs: Can a Teaching Seminar Reduce Anxiety and Increase Confidence?
Quelle	In: Teaching Sociology, 42 (2014) 1, S.40-49 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X13500029
Schlagwörter	Teaching Assistants; Graduate Students; Anxiety; Self Efficacy; Seminars; Instructional Effectiveness; Pretests Posttests; Sociology; Measures (Individuals); Teaching Skills; Teaching Methods; Qualitative Research; Self Concept; Classroom Techniques; Nebraska + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Angst; Self-efficacy; Selbstwirksamkeit; Seminar; Unterrichtserfolg; Soziologie; Messdaten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Selbstkonzept; Klassenführung
Abstract	Some effort to test the effectiveness of teacher assistant training programs is common, but these evaluations are typically limited to measures of student satisfaction. Two forms of assessment commonly used in elementary and secondary teacher training programs, measuring levels of teaching anxiety and teacher efficacy, may be of use for sociology programs interested in formally evaluating the effect of teaching seminars. The aim of this pilot study was to investigate the effects of a newly established teaching seminar using the Teaching Anxiety Scale and a Teaching Confidence Scale. Findings from pre- and posttest data show that the seminar lowered graduate students' feelings of anxiety about teaching for the first time and increased their levels of confidence regarding mastery of common pedagogical skills. Qualitative feedback from evaluations further illustrates the positive effects of the seminar on students' senses of themselves as teachers and their knowledge of effective teaching practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10