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Journal of Further and Higher Education Volume 43, 2019 - Issue 3
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Articles

Examining the impact of four teaching development programmes for engineering teaching assistantsFootnote*

Carlton J. FongDepartment of Curriculum and Instruction, University of Texas at Austin, Austin, TX, USACorrespondence[email protected]
,
Joanna GilmoreOffice of Assessment and Evaluation, Charleston County School District, Charleston, SC, USA
,
Tershia Pinder-GroverCenter for Research on Teaching and Learning in Engineering, University of Michigan, Ann Arbor, MI, USA
&
Molly HatcherFaculty Innovation Center, University of Texas at Austin, Austin, TX, USA
Pages 363-380 | Received 12 Oct 2016, Accepted 19 Mar 2017, Published online: 31 Aug 2017

Citations (11)

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Read on this site (3)

Juebei Chen, Xiangyun Du, Dan Jiang, Aida Guerra & Bente Nørgaard. (2024) A review study with a systematic approach: pedagogical development for educators in higher engineering education. European Journal of Engineering Education 49:2, pages 299-329.
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Marloes Vreekamp, Judith T. M. Gulikers, Piety R. Runhaar & Perry J. Den Brok. (2023) A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes. International Journal for Academic Development 0:0, pages 1-17.
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Elizabeth Marquis, Breagh Cheng, Mythili Nair, Alan Santinele Martino & Torgny Roxå. (2020) Cues, emotions and experiences: How teaching assistants make decisions about teaching. Journal of Further and Higher Education 44:1, pages 29-42.
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Articles from other publishers (8)

Melanie V. Keller, Raven Rinas, Stefan Janke, Oliver Dickhäuser, Markus Dresel & Martin Daumiller. (2024) Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education.
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Lynn Mandeltort, Priya Date & Amy Clobes. (2023) Better together: Co-design and co-teaching as professional development. Better together: Co-design and co-teaching as professional development.
Alyssa N. Olson, Sehoya Cotner, Catherine Kirkpatrick, Seth Thompson & Sadie Hebert. (2022) Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience. PLOS ONE 17:2, pages e0264188.
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Martin Daumiller, Stefan Janke, Julia Hein, Raven Rinas, Oliver Dickhäuser & Markus Dresel. (2021) Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction 76, pages 101458.
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Lorelei Patrick, Leigh Anne Howell & Everett William Wischusen. (2021) Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach. Science Progress 104:4, pages 003685042110335.
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Martin Daumiller, Robert Stupnisky & Stefan Janke. (2020) Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research 99, pages 101502.
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Lindsay Wheeler, Hannah Sturtevant & Frackson Mumba. (2019) Exploratory Study of the Impact of a Teaching Methods Course for International Teaching Assistants in an Inquiry-Based General Chemistry Laboratory. Journal of Chemical Education 96:11, pages 2393-2402.
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Carlton J. Fong, Jendayi Bizelle Dillard & Molly Hatcher. (2019) Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research 98, pages 91-105.
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