The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants

CBE—Life Sciences Education

There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers.

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