Abstract

Graduate Teaching Assistants (GTAs) play an essential role in undergraduate teaching. In the past decade, many GTA training programs appeared around the world to prepare GTAs for their teaching duties. Researchers reported that such training programs enhanced GTAs’ confidence and self-efficacy in teaching. However, it was uncommon to have follow-up scheme to monitor GTAs’ behavior after they were assigned teaching duties. The purpose of this study was to assess GTAs’ self-efficacy during their first three-year of teaching. A pretest posttest study and a cross-sectional study for 3 cohorts of Ph.D.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0084
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada