https://orcid.org/0000-0003-4871-1488
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Matteo Di Benedetti, Sarah Plumb & Stephen B. M. Beck. (2023) Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering. European Journal of Engineering Education 48:1, pages 59-74.
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Donald A. Saucier, Tucker L. Jones, Tiffany J. Lawless, Amanda L. Martens, Conor J. O’Dea, Svyatoslav Prokhorets & Evelyn Stratmoen. (2022) Teaching a Seminar on How to Teach Seminars in Psychology. College Teaching 0:0, pages 1-9.
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Emily J. Johnson & Lauren Beasley. (2022) Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education 15:2, pages 181-200.
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Alex Shum, Peter Lau & Luke Fryer. (2021) From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research & Development 40:7, pages 1546-1563.
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Mia Minnes. (2022) Designing TA Training for Computer Science Graduate Students: Remote and Self-paced Options for A Supported Introduction to Reflective Teaching. Designing TA Training for Computer Science Graduate Students: Remote and Self-paced Options for A Supported Introduction to Reflective Teaching.
Eli Saetnan. (2022) Developing teaching self-efficacy for aspiring academics. Developing Academic Practice 2022:January, pages 1-16.
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Yuuki Terui, Ryuichiro Imamura & Hironori Egi. (2020) Development of a Teaching Assistant Reflection System to Improve Self-Efficacy. Development of a Teaching Assistant Reflection System to Improve Self-Efficacy.
María Cristina Cepeda-GonzalezPhDPhD, Blanca Margarita Villarreal-SotoPhDPhD, Roció Isabel Ramos-JaubertPhDPhD & Laura Patricia Garcia-ContrerasPhDPhD. (2019) El Programa Institucional de Tutorías (PIT): impacto en la formación de los estudiantes universitarios. Revista de Políticas Universitarias, pages 1-6.
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