研究生助教教學提升方案成效的初步分析

Preliminary Evaluations of a Training Program for Graduate Students as Teaching Assistants

10.6145/jme.200712_11(4).0003

林克忠(Keh-Chung Lin)；劉榮森(Jung-Sen Liu)；蔡佩倫(Pei-Luen Tsai)；吳菁宜(Ching-Yi Wu)

研究生助教 ； 研究生助教訓練計畫 ； 教學評鑑 ； graduate assistants ； training programs ； teaching assessment

Journal of Medical Education

11卷4期（2007 / 12 / 01）

275 - 283

繁體中文

研究所學生修業與學術訓練過程裡，常需擔任大學部助教，藉以累積教學經驗，但未曾修習教育相關課程的研究生，在課前通常缺乏教學訓練。有鑑於大學教學卓越的趨勢廣受重視，各大學開始注意研究生助教的培訓，但相關訓練方案的成效報告仍欠缺。本研究針對研究生助教的教學品質，對比事前教學訓練與教學回饋兩種訓練方案，藉以探討兩種訓練方案在教學成效上的差異，以及研究生助教的自評結果。本研究以九十五學年度臺灣大學醫學院職能治療學系碩士班及長庚大學臨床行為科學研究所職能治療組的二十六名研究生助教作為研究樣本，將受試隨機分配至獨立的兩組（各十三人），分別施以「事前訓練」（教學理念與教學方法等團體介紹）與「影片回饋」（依據教學錄影，提供個別回饋與諮商）。研究結果顯示「影片回饋組」在教學意見調查的「表達能力」與「教學效果」兩項，得分顯著優於「事前訓練組」。兩組受試自評結果則無顯著差異。本研究結果支持教學過程的實務回饋，對研究生助教教學能力提升的成效。未來研究值得以更大樣本，進行研究生助教訓練對教學與生涯發展的長期成效。

Graduate teaching assistantships are a common aspect of graduate study that helps to nurture the academic development of graduate students. Despite the relevance of this experience to graduate school education, training programs for prospective teaching assistants (TAs) are not yet routinely available. In recognition of the importance of teaching development, several research universities have been sponsoring to provide more comprehensive orientation services for their graduate TAs but no study program evaluation has been reported to date. This study reports on two types of training module, namely pre-teaching orientation and mentor feedback. Self-reporting by the participating graduate assistants on their training experiences was also included. The study sample included 26 graduate students studying occupational therapy in Master's degree programs at National Taiwan University and Chang Gung University; these students received graduate scholarships between September, 2006 and June, 2007. The TAs consented to participate in the program evaluation and were randomized to an orientation group who received instructions on teaching methods (n=13) and a feedback group who received individualized performance based mentoring using videotaped recording of their teaching (n=13). The results showed that the feedback group performed significantly better than the orientation group in some domains of their teaching evaluations such as expression clarity and teaching outcomes; these were obtained from the undergraduate students who experienced the teaching. Graduate assistants in the two training programs did not differ significantly in a subjective rating of their teaching efficacy and level of satisfaction with the training. The study supported the benefits of using feedback-based training rather than group orientation in order to improve teaching performance. Future research should use a larger cohort and study the long-term effects of a graduate assistant training on teaching and career development.

1. 政治大學教學發展中心網頁
2. 國立交通大學教學助理施行準則
3. 臺灣大學教學發展中心網頁
4. Abbott RD,Wulff DH,Szego K(1989).Review of research on TA training.New Dir Teach Learn,39,111-124.
5. Austin A(2002).Preparing the next generation of faculty: Gradate school as socialization to the academic career.J High Educ,73,94-122.
6. Bova BM,Phillips RR(1984).Mentoring as learning experiences for adults.J Teach Educ,35,16-20.
7. Darling AL,Dewey ML(1990).Teaching assistant socialization: Communication with peer leaders about teaching and learning.Teach Teach Educ,6,315-326.
8. Freudenthal NR,DiGiorgio AJ(1989).New faculty mentoring: The institution as mentor.J Staff Program Organ Dev,7,67-72.
9. Gaia AC,Corts DP,Tatum HE(2003).The GTA Mentoring program: An interdisciplinary approach to developing future faculty as teacher-scholars.Coll Teach,51,61-65.
10. Jones JL(1993).TA training: From the TA`s point of view.Innov High Educ,18,147-161.
11. Nyquist JD,Abbott RD,Wulff DH(1989).The challenge of TA training in the 1990s.New Dir Teach Learn,39,7-14.
12. Prieto LR,Meyers SA(1999).Effects of training and supervision on the self-efficacy of psychology graduate teaching assistants.Teach Psychol,26,264-266.
13. Savage MP,Sharpe T(1998).Demonstrating the need for formal graduate student training in effective teaching practices.Phys Educ,55,130-137.
14. Speer NM(2002).The evolution of professional development activities designed to meet the changing needs of graduate student teaching assistants.International Conference on the Teaching of Mathematics
15. Staton AQ,Darling AL(1989).Socialization of teaching assistants.New Dir Teach Learn,39,15-22.
16. Svinicki M,W. J. McKeachie (eds.)(1994).Teaching Tips.Lexington, MA:Heath.
17. Wimer DJ,Keeley J,B. K. Saville,T. E. Zinn,V.W. Hevern (eds.)(2004).The graduate student teaching association.Essays from E-xcellence in Teaching,4,49-53.
18. Yellin JMH,Turns J,Getahun B(2005).How early is too early to start teaching? Teaching portfolios as a training tool for undergraduate instructors.American Society for Engineering Education Annual Conference & Exposition
19. Zahorski KJ(1991).To improve the academy: Resources for student, faculty, and instructional development.Stillwater, Minnesota:New Forum Press.
20. 王惠珀、何弘能、李嘉帥(1997)。台大醫學院教學成效調查之分析。醫學教育，1，167-176。
21. 程炳林(1991)。碩士論文(碩士論文)。國立政治大學教育研究所。

1. Chou, Huey-Nah Cindy(2009).Students' Perceptions of GTA Instruction of the English Listening Lab.英語教學期刊,33(4),35-83.