Online Pedagogy Discussions to Facilitate Instructional Intern's Self-Efficacy in Teaching

Abstract

Teaching assistants often are an important part of the instructional team. Previous research studies have indicated a lack of standardization and knowledge regarding the most efficient and effective methods of training teaching assistants within and across disciplines. The purpose of this study is to determine whether the implementation of biweekly discussion forums, moderated by a faculty mentor, regarding teaching literature and strategies, will increase the self-efficacy of instructional interns (i.e., teaching assistants) within the Communication Sciences and Disorders program. Using a mixed research design, we will analyze qualitative data from instructional interns’ reflection essays and discussion forum responses and quantitative data from survey ratings of teaching self-efficacy. The results will determine if biweekly discussion forums are a feasible and effective way to increase instructional interns’ knowledge of and experience with pedagogy, as well as establish whether the method of providing ongoing support and guidance throughout the semester will increase the instructional interns’ self-efficacy in their teaching abilities. Although this study was conducted with instructional interns in the Communication Sciences and Disorders program at University Wisconsin-Eau Claire, the training program and results may be generalized to other disciplines that employ teaching assistants in the classroom.