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ERIC Number: EJ887826
Record Type: Journal
Publication Date: 2008-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1740-4622
Assessment of Graduate Teaching Assistant (GTA) Training: A Case Study of a Training Program and Its Impact on GTAs
Young, Stacy L.; Bippus, Amy M.
Communication Teacher, v22 n4 p116-129 Oct 2008
Graduate teaching associates (GTAs) play a vital role as instructors at many universities but often are not confident in their ability to perform their job-related duties. Based on Bandura's (1997) theory of self-efficacy, this project examined a teacher-training program for GTAs and assessed its outcomes. Our results revealed that GTAs reported being more likely to choose prosocial behavioral alternation techniques to manage students after training. They also reported significantly higher self-efficacy across three instructional areas: management, student involvement, and instructional strategies. Finally, GTAs expressed a belief that they could count on more mentoring support than they believed they had prior to training. Only the perceptions of peer support remained unchanged. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A