Instructional Design as a Professional Development Tool-of-Choice for Graduate Teaching Assistants |
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Authors: | Patricia L Hardré |
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Institution: | (1) Department of Educational Psychology, University of Oklahoma, Oklahoma |
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Abstract: | Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These
skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate.
An iterative process model from instructional design can function as a cognitive organizational framework for the development
of teaching expertise. It facilitates expertise by supporting TAs in connecting new and existing knowledge about teaching
and learning in meaningful ways that reflect the cognitive processes of expert teachers. Thus, it can support both the current
and future development of teaching expertise and facilitate the application of knowledge in the form of teaching strategies.
Patricia L. Hardré earned her Ph.D. in Education at the University of Iowa. She specializes in Instructional Design and Technology
with emphases on cognition and instruction, human motivation, and educational assessment. She is currently an Assistant Professor
in the Department of Educational Psychology at the University of Oklahoma. Her current research pursuits include K-12 teacher
education, TA training and development, high school students' motivation to learn and persist in school, and the effects of
computer-based administration of research instruments. |
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Keywords: | instructional design TA professional development teaching expertise |
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