Exploring STEM Teaching Assistants’ Self-Efficacy and Its Relation to Approaches to Teaching-Reference-Cited by-同舟云学术

Exploring STEM Teaching Assistants’ Self-Efficacy and Its Relation to Approaches to Teaching

Published:2023-03 Issue:1 Volume:22 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Smith Cody R.¹,Menon Deepika²,Wierzbicki Annette³,Dauer Jenny M.³

Affiliation:

1. Department of Kinesiology, Missouri State University, Springfield, MO 65897

2. Teaching, Learning & Teacher Education, University of Nebraska–Lincoln, Lincoln, NE 68503

3. School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68503

Abstract

This study provides a deeper understanding of the model of teaching assistant (TA) self-efficacy by connecting self-efficacy to teaching approach and suggesting that high self-efficacy TAs show a greater concern for impacting student learning (outward focus) than for their own tasks (inward focus).

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference44 articles.

1. Development of pedagogical knowledge among learning assistants

2. Self-efficacy: Toward a unifying theory of behavioral change.

3. Perceived Self-Efficacy in Cognitive Development and Functioning

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