一个使用讨论准备会议的模型,以促进研究生教学助理学科特定的教学培训
Shana R Welles1, Petra Kranzfelder2
1Department of Evolution, Ecology, and Organismal Biology, University of California Riverside, Riverside, California, USA.
Journal of microbiology & biology education
|October 14, 2025
概括
科学,技术,工程和数学 (STEM) 课程的研究生教学助理 (GTA) 从学科特定的培训中受益. 每周的准备会议提高教学内容知识和GTA经验.
科学领域:
- 科学,技术,工程和数学 (STEM) 教育 教育
- 研究生教学助理 (GTA) 专业发展
背景情况:
- 在STEM讨论课程中有效的教学需要专门的技能.
- 目前GTA的专业发展往往是一般性的,缺乏特定学科的教学内容知识.
- 对于STEM讨论课程的独特需求,在培训GTA方面存在差距.
研究的目的:
- 在STEM讨论课程中为GTAs提供一个增强教学内容知识培训的模型.
- 通过提供特定学科的方法来解决全大学专业发展的局限性.
- 为了改善本科生在STEM讨论部分的学习经验.
主要方法:
- 实施每周的讨论会议,为GTAs做准备.
- 在会议中纳入社区规范制定.
- 包括对GTA经验的反思和讨论活动的建模.
主要成果:
- 促进各个地区的本科生对齐的学习体验.
- 在GTA中发展增强的教学内容知识.
- 为GTA创造有价值的机会,让他们反思自己的教学经验.
结论:
- 每周的准备会议为STEM的学科特定GTA培训提供了一个有效的模型.
- 这个模型支持GTA的专业发展和本科生学习成果.
- 结构化会议促进了反思和以社区为导向的方法来教授STEM讨论.
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