Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants
Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants
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DOI：
10.1187/cbe.14-09-0153
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发表时间：
2015-09-02
影响因子：
3.7
通讯作者：
Enochs, Larry
中科院分区：
文献类型：
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作者：
DeChenne, Sue Ellen;Koziol, Natalie;Enochs, Larry
科学，技术，工程和数学（STEM）的研究生助教（GTA）对本科教学有很大的影响，但往往准备不足。教学自我效能感是教师对自己教授特定学科的能力的信念，是教学技能和学生成绩的重要预测因子。本文从GTA文献中发展出一个教学自我效能感来源的模型。该模型表明，教学经验，部门教学气氛（包括同行和主管关系），和GTA专业发展（PD）可以作为教学自我效能感的来源。该模型与来自一所中型研究型大学九个不同STEM部门的128名GTA进行了试点测试。结构方程模型显示，K-12教学经验，小时和感知质量的GTA PD，以及感知部门的促进环境是解释32%的方差STEM GTA的教学自我效能感的显着因素。该模型突出了部门环境和GTA PD在STEM GTA教学自我效能感发展中的重要贡献。
Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.