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ERIC Number: EJ817219
Record Type: Journal
Publication Date: 2008-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0098-6283
A Social-Cognitive Approach to Training Teaching Assistants
Komarraju, Meera
Teaching of Psychology, v35 n4 p327-334 Oct 2008
Across 4 years, 87 teaching assistants (TAs) completed measures designed to assess personal efficacy, teacher efficacy, and liking for teaching before (pretest) and after (posttest) a weeklong training program. Paired sample t tests revealed a significant increase in personal efficacy and liking for teaching, a significant positive correlation between personal efficacy and desire for teaching (at pretest), and a significant positive association among all 3 variables at posttest. Personal efficacy predicted a significant amount of variance in liking for teaching at pretest (24%) and posttest (28%). A social-cognitive framework explains how components of the training program contribute to increased TA personal efficacy and enjoyment of teaching. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A