Peer Evaluations Do Not Improve TA Self-Efficacy Over Self-Reflection

Date
2016-01-01
Authors
Mortensen, Brent
Cox, Monica
Satterlee, Sean
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Altmetrics
Authors
Research Projects
Organizational Units
Graduate College
Organizational Unit
Journal Issue
Series
Department
Graduate CollegeEcology, Evolution and Organismal Biology
Abstract

Graduate teaching assistants (TAs) receive little to no formal training in pedagogy before entering the classroom. Such deficiencies may contribute to increase anxiety and poor self-efficacy for TAs, potentially hindering opportunities to train future faculty. We tested the effects of a previously established, low investment, method of TA training through making and receiving peer-evaluations on TA self-efficacy compared to performing self-assessments and reflection of teaching experiences in three introductory biology courses at a large, Mid-western university. While peer-evaluations did not affect quantitative measures of self-efficacy, we did observe greater increases in self-efficacy among TAs with more experience. We suggest that future studies on the effects of peer-evaluations may be most effective when conducted by experienced TAs.

Comments
Description
Keywords
Citation
DOI
Source
Collections