Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants
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Date
1999-10-01Author
Loreto R. Prieto
Steven A. Meyers
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Abstract
We surveyed psychology graduate teaching assistants (GTAs) to obtain information about their training and supervision and examined their sense of self-efficacy toward teaching as a function of these experiences. Results indicated that formal training has a positive, statistically significant effect on GTAs' sense of self-efficacy toward teaching. However, departments of psychology appear to offer GTAs formal training and supervision in an inconsistent manner.
Citation
Prieto, L. R., & Meyers, S. A. (1999). Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants. Teaching of Psychology, 26(4), 264-266. doi: 10.1207/s15328023top260404