The Effects of Instructional Training on University Teaching Assistants

Autor/in	Hardre, Patricia L.
Titel	The Effects of Instructional Training on University Teaching Assistants
Quelle	In: Performance Improvement Quarterly, 16 (2003) 4, S.23-39 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
DOI	10.1111/j.1937-8327.2003.tb00292.x
Schlagwörter	Control Groups; Instructional Design; Intervention; Self Efficacy; Educational Psychology; Program Effectiveness; Teaching Assistants; Teaching Methods; Educational Strategies; Competence; Participant Satisfaction; Instructional Effectiveness; Learner Engagement; Measures (Individuals); Teacher Education Programs; Comparative Analysis; Comparative Testing; Training Methods; Training Objectives; Intermode Differences + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Self-efficacy; Selbstwirksamkeit; Erziehungspsychologie; Pädagogische Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Kompetenz; Unterrichtserfolg; Messdaten; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five-phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self-efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching-related self-perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10