Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development
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| Title: | Supporting Academic Career Pathways for Graduate Student Instructors through Targeted Educational Development |
|---|---|
| Language: | English |
| Authors: | James E. Gentry, Shannon Stoker, Lesley Leach, Aimee Shouse |
| Source: | InSight: A Journal of Scholarly Teaching. 2025 20. |
| Availability: | Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: https://insightjournal.net/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Teaching Assistants, Career Pathways, Faculty Development, Program Effectiveness, Teacher Competencies, Self Efficacy, Undergraduate Students, Student Attitudes, Feedback (Response) |
| ISSN: | 1933-4850 1933-4869 |
| Abstract: | This study investigated the role of Graduate Student Instructors (GSIs) in higher education and focused on their self-efficacy, pedagogical training, and performance. Given the expanding employment of GSIs and the influence of their teaching efficacy on undergraduate education, this research examined the effectiveness of a structured professional development program designed to enhance GSIs' teaching capabilities. Quantitative and qualitative methods were employed to assess GSIs' self-efficacy through surveys, exit slips, and student evaluations to gauge the educational impact. The findings indicated a notable and significant increase in GSIs' self-efficacy post-intervention, with positive feedback on teaching practices from undergraduate students. The findings underscore the importance of professional development programs in preparing GSIs for effective teaching roles, thereby improving the quality of higher education instruction and supporting the academic success of undergraduate students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481892 |
| Database: | ERIC |
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