Effective use of peer teaching and self-reflection for the pedagogical training of graduate teaching assistants in engineering

Figures & data

Figure 1. Schematic of the continuous GTA training cycle (a) and breakdown of the teaching activities during each training session (b).

Figure 2. Feedback form questions employed during Autumn (left) and Spring (right) semesters for GTAs to reflect on their training (blue) and teaching (red). An asterisk (*) denotes questions that changed in the Spring semester.

Figure 3. GTAs’ individual assessment regarding if the training received built their confidence in engaging with students (i.e., answers to questions A0 and S0 of the Feedback form, with 1 indicating strong disagreement and 5 strong agreement)

Figure 4. GTAs’ individual assessment regarding if the teaching session was successful/students met learning outcomes (i.e., answers to questions A4 and S5 of the Feedback form, with 1 indicating strong disagreement and 5 strong agreement).

Figure 5. Schematic of the revised GTA training cycle in light of the outcomes of this research.