开发和评估一个教学助理研究所,以建立近同行教学能力,提供包容性的公共卫生教育
Samantha Garbers1,2, Lauren A Westley3, Helen de Pinho4
1Department of Public Health & Health Sciences, Northeastern University Bouvé College of Health Sciences, 336 Huntington Avenue, Boston, MA, 02115, USA. s.garbers@northeastern.edu.
Journal of community health
|December 16, 2024
概括
教学助理 (TA) 需要为包容性教室提供更好的培训. 一个新的TA培训机构提高了对教学职责的信心,但需要更多的支持来管理困难的课堂时刻.
科学领域:
- 教育教育教育教育教育教育.
- 公共卫生教学的教学.
- 高等教育培训 高等教育培训
背景情况:
- 教学助理 (TA) 对学生的学习至关重要,但往往缺乏对课外支持的培训.
- 学术机构可以延续不平等;TA培训对于培养包容性环境至关重要.
- 接近同行教学动态为研究生TA带来了独特的挑战.
研究的目的:
- 评估一个需要的TA培训机构,为跨学科的公共卫生设计核心课程.
- 评估培训对TA在支持学生和管理课堂动态方面的信心和技能的影响.
- 确定TA需要额外支持的领域,特别是在解决具有挑战性的课堂情况时.
主要方法:
- 进行了一项混合方法评估,其中181名参与者参加了所需的TA培训机构.
- 该研究评估了12个与教学,学生支持和包容性实践相关的学习目标.
- 在培训前和培训后测量了对执行工作职能的信心水平.
主要成果:
- 对执行大多数TA工作职能的信心很高 (87-100%) 并且在培训后显著增加.
- 所有的学习目标在培训后都显示出统计学上显著的改善.
- 最低的信任度 (87%) 报告是对教室中的激烈,冒犯或紧张 (HOT) 时刻的反应.
结论:
- 在TA培训机构有效地提高了TA的信心和技能,展示了一个可复制的模型.
- 培训对于TA来说至关重要,以促进学生的归属性和包容性.
- 需要进一步的有针对性的培训和支持,以配备TA来管理具有挑战性的课堂互动 (HOT时刻).
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