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Area of Science:

  • Science, Technology, Engineering, and Mathematics (STEM) Education
  • Higher Education Pedagogy

Background:

  • Graduate teaching assistants (TAs) play a vital role in undergraduate STEM instruction.
  • Existing professional development (PD) for TAs often lacks rigorous effectiveness data, relying heavily on self-reported outcomes.
  • There is a need for comprehensive evaluation methods for TA PD programs.

Purpose of the Study:

  • To describe the design of a reformed professional development (RPD) model for graduate teaching assistants.
  • To evaluate the effectiveness of TA PD using Kirkpatrick's Evaluation Framework, incorporating both direct measures and self-reported data.
  • To assess multiple outcomes of TA PD before, during, and after the implementation of the RPD model.

Main Methods:

  • Design and implementation of a reformed professional development (RPD) model for TAs.
  • Application of Kirkpatrick's Evaluation Framework to assess PD effectiveness.
  • Collection of both direct measures (e.g., TA-created materials) and self-reported data.

Main Results:

  • TAs in the RPD program created aligned learning objectives and assessments.
  • TAs incorporated more learner-centered instructional practices.
  • Direct measures of TA performance were inconsistent with their self-reported perceptions of the RPD program.

Conclusions:

  • Evaluating TA professional development requires multiple data sources, as self-reported perceptions may not align with observed teaching practices.
  • Single-measure evaluations are insufficient for accurately assessing the impact of TA PD programs.
  • The RPD model shows promise but requires further investigation into the discrepancy between perceived and actual changes in teaching.