Accounting for tutorial teaching assistants' buy-in to reform instruction
Accounting for tutorial teaching assistants' buy-in to reform instruction
复制标题
考虑辅导助教对教学改革的支持
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Andrew Elby
中科院分区：
文献类型：
--
作者：
Renee Michelle Goertzen;Rachel E. Scherr;Andrew Elby
导师课的成功实施包括建立导师课的学习规范。指导每个辅导部分的助教（助教）是这些规范的重要仲裁者。重视（购买）教程的助教更有可能向学生传达他们对教材和教程过程的尊重，同时自己也能学到更多东西。我们提出了一个助教的案例研究，他不相信他所教的教程的某些方面，并展示了他的缺乏购买如何影响特定的课堂互动。我们希望设计专业发展计划，帮助助教认识到辅导教学的力量。然而，我们的研究表明，提供给辅导助教的典型专业发展活动不太可能有效。相反，我们所说的辅导的“社会和环境背景”——包括课堂、部门和机构层面的实施——似乎有可能强烈地影响助教对辅导的支持，并且可能超过我们可能为他们准备的任何特定活动的影响。
Successful implementation of tutorials includes establishing norms for learning in the tutorial classroom. The teaching assistants (TAs) who lead each tutorial section are important arbiters of these norms. TAs who value (buy into) tutorials are more likely to convey their respect for the material and the tutorial process to the students, as well as learning more themselves. We present a case study of a TA who does not buy into certain aspects of the tutorials he teaches and demonstrate how his lack of buy-in affects specific classroom interactions. We would hope to design professional development programs to help TAs appreciate the power of tutorial instruction. However, our research suggests that the typical professional development activities offered to tutorial TAs are not likely to be effective. Instead, it appears that what we call the ``social and environmental context'' of the tutorials---including classroom, departmental, and institutional levels of implementation---has the potential to strongly affect TA buy-in to tutorials and probably outweighs the influence of any particular activity that we might prepare for them.