Course-based prefaculty training program introduces instructional methods, increases instructor self-efficacy, and...

Area of Science:

• Higher Education
• Pedagogy
• Teacher Training

Background:

• Graduate teaching assistants often lack adequate preparation in instructional methods due to high training costs.
• Variable quality of pedagogical training impacts teaching effectiveness and self-efficacy.

Purpose of the Study:

• To evaluate the effectiveness of a low-cost, intensive pedagogical training program for graduate and postdoctoral teaching assistants.
• To assess the impact of the training on teaching practices, self-efficacy, and job market preparedness.

Main Methods:

• An intensive pedagogical boot camp was implemented.
• Post-training activities included classroom observations, professional development discussions, exit interviews, and letters of recommendation.
• Clustering analysis was used to categorize instructional methods.

Main Results:

• Participants successfully implemented new pedagogical techniques in their classrooms.
• Trainees reported increased self-efficacy and positive reception of the training.
• Classrooms predominantly featured peer-led collaborative work over traditional instructor-led methods.

Conclusions:

• Low-cost, pre-faculty training yields demonstrable short-term outcomes for teaching assistants.
• This model is a feasible and effective option for institutions with limited resources or personnel.
• The training positively influenced teaching strategies and confidence, preparing TAs for future academic roles.