Exploring Microteaching as an Evaluation Method of Engineering Graduate Teaching Assistant Development Program and Reflective Learning Opportunity

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Evaluation and Learning in STEM Education  and Beyond (Table 5)

Abstract

Many engineering graduate teaching assistants (EGTAs) receive no or limited high-quality professional development in teaching and few studies have systematically evaluated the impact of TA training. This study sought to explore microteaching as an innovative method to evaluate the development of teaching practices with a focus on active learning and to understand EGTAs’ perceived value of microteaching practice. Results indicated that microteaching practice is effective in evaluating EGTAs’ knowledge of active learning and helping them recognize the importance of active learning strategies. Moreover, our data showed rubric-based microteaching practice can be used to evaluate TA development program, facilitate EGTAs’ reflection on their active learning-based teaching practice, and improve the quality of their feedback provided to peers.

Authors

• Wenjing Luo, Cornell University

• Celia Evans, Cornell University

• Lisa Schneider-Bentley, Cornell University