ArticleCBE life sciences education2021
Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.Journal of microbiology & biology education · 2025Article
- Assessing how a teaching professional development program for biology graduate students bolsters self-efficacy and shapes teaching perspectives.Journal of microbiology & biology education · 2025Article
- Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review.BMC medical education · 2024Article
- Comparison of self-efficacy among graduate teaching assistants before and after training.BMC medical education · 2024Article
- Improving University Life Science Instruction with Analogies: Insights from a Course for Graduate Teaching Assistants.CBE life sciences education · 2023Article
- Exploring STEM Teaching Assistants' Self-Efficacy and Its Relation to Approaches to Teaching.CBE life sciences education · 2023Article
- Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom.CBE life sciences education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Graduate teaching assistants (TAs) are often responsible for teaching introductory courses to undergraduate science, technology, engineering, and mathematics students. The TAs are usually novices at teaching, and an important factor in their resilience and persistence in the face of inevitable challenges is self-efficacy. Little is known about what affects TA teacher efficacy or whether and how high- and low-efficacy TAs differ in their development as teachers. Bridging these gaps in the literature will inform best practices in developing and implementing professional development (PD) for TAs. Using a mixed-methods sequential exploratory research design, this study found differences in high- and low-efficacy TAs in both TAs' self-reflection and their students' perceptions. These differences concerned the focus of TAs' attention: inward at their own practices and emotions (salient in low-efficacy TAs) versus outward at the impact of their instructional guidance on their learners (prevalent in high-efficacy TAs). A proposed model of teacher efficacy based on TAs but generally applicable is presented to inform future research and provide suggestions for TA PD opportunities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.