The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices.

ABSTRACT: Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were

SUBMITTER: Becker EA 

PROVIDER: S-EPMC5749960 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature