From learner to teacher: (re)training graduate teaching assistants' teaching approaches and developing self-efficacy for and interest in teaching. Issue 7 (10th November 2021)

• Record Type: Journal Article
• Authors: Shum, Alex; Lau, Peter; Fryer, Luke
• Is Part Of: Higher education research & development. Volume 40:Issue 7(2021)
• Page Start: 1546
• Page End: 1563
• Publication Date: 2021-11-10
• Subjects: Approaches to teaching -- graduate teaching assistants -- interest in teaching -- self-efficacy in teaching -- teacher education; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2020.1818063
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: Graduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students' teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants ( n = 310) completed items from the Approaches to Teaching Inventory, Teacher's Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy ( β = .30) which predicted achievement (end-of-course teaching, β = .33). Prior self-efficacy was also found to predict future interest ( β = .17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.