Development & Evaluation of a Teaching Assistant Institute to Build Near-Peer Teaching Capacity in Delivering Inclusive Public Health Education
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View abstract on PubMed
Summary
This summary is machine-generated.Teaching assistants (TAs) need better training for inclusive classrooms. A new TA Training Institute improved confidence in teaching duties, but more support is needed for managing difficult classroom moments.
Area Of Science
- Education
- Public Health Pedagogy
- Higher Education Training
Background
- Teaching assistants (TAs) are crucial for student learning but often lack training in non-curricular support.
- Academic institutions can perpetuate inequities; TA training is essential for fostering inclusive environments.
- Near-peer teaching dynamics present unique challenges for graduate student TAs.
Purpose Of The Study
- To evaluate a required TA Training Institute designed for an interdisciplinary public health Core curriculum.
- To assess the impact of the training on TAs' confidence and skills in supporting students and managing classroom dynamics.
- To identify areas where TAs require additional support, particularly in addressing challenging classroom situations.
Main Methods
- A mixed-methods evaluation was conducted with 181 participants in a required TA Training Institute.
- The study assessed 12 learning objectives related to teaching, student support, and inclusive practices.
- Confidence levels in performing job functions were measured pre- and post-training.
Main Results
- Confidence in performing most TA job functions was high (87-100%) and significantly increased post-training.
- All learning objectives showed statistically significant improvement after the training.
- The lowest confidence level (87%) was reported for responding to heated, offensive, or tense (HOT) moments in the classroom.
Conclusions
- The TA Training Institute effectively improved TAs' confidence and skills, demonstrating a replicable model.
- Training is vital for TAs to foster student belonging and inclusion.
- Further targeted training and support are necessary to equip TAs for managing challenging classroom interactions (HOT moments).
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