本科生对研究生助教的看法:实践中的能力,相关性和自主性
Jendayi B Dillard1, Katherine Sadek2, Katherine Muenks2
1Steve Hicks School of Social Work, University of Texas at Austin.
概括
本科生经常认为研究生教学助理 (GTA) 与教师不同. 这项研究发现,学生描述了GTA有效的教学实践,特别是那些支持能力的教学实践,这些实践因GTA而异.
科学领域:
- 高等教育教学的教学.
- 教育心理学教育心理学
背景情况:
- 研究生教学助理 (GTA) 是本科教育的组成部分.
- 研究表明,本科生对GTA的看法不同于教师.
- 这些认知和有效的GTA教学实践的具体性质仍未得到充分探索.
研究的目的:
- 调查大学生如何描述GTAs的有效教学实践.
- 根据GTA的性别,国际地位和课程领域来探索这些描述的变化.
- 应用自决理论来理解学生对GTA有效性的看法.
主要方法:
- 使用自决理论进行探索性研究.
- 分析本科生对GTA有效教学实践的描述.
- 检查描述如何根据GTA特征 (性别,国际地位) 和课程领域而有所不同.
主要成果:
- 大多数本科生描述了GTA的能力支持实践.
- 学生对GTA有效实践的描述因GTA的国际地位而有很大差异.
- 描述也因具体的课程领域而有所不同.
结论:
- 本科生对GTA有效性的看法受到基本教学能力以外的因素的影响.
- GTA的国际地位和课程主题是影响学生描述有效教学方式的关键变量.
- 结果为开发更有针对性和有效的GTA培训计划提供了洞察力.
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