Teaching, Learning, and Teacher Education, Department of
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Document Type
Article
Date of this Version
2023
Citation
Journal of College Science Teaching (2023) 52(3): 11–19
Abstract
This study investigates the self-efficacy of undergraduate and graduate TAs associated with changes in instruction after the COVID-19 disruption to the spring 2020 semester.
Guiding research questions include: (i) What are the relationships among TA teacher efficacy and stress resulting from the COVID-19 disruption? (ii) What experiences do TAs describe that contribute to their stress and teacher efficacy?
Implications of the results for supporting TAs during similarly stressful events and circumstances are discussed.
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Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons, Virus Diseases Commons
Comments
Copyright 2023, NSTA. Used by permission