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Using surveys and individual interviews grounded in prior work by Boman (2013), the study measures perceived changes and characterizes their nature. The research question focuses on whether microteaching affects participants’ self-efficacy. 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Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.  \nRésumé  \nCet article présente les résultats d’une étude de cas axée sur des méthodes mixtes, menée à l’Université de Guelph et portant sur les relations entre lapratique de l’exposé magistral et l’auto-efficience des étudiants des cycles  \nCJHE / RCES Volume 45, No. 3, 2015  \nLearner-Centred Lecturing / M. Troop, L. Wallar, & E. Aspenlieder 16  \nsupérieurs. En nous appuyant sur les recherches de Boman (2013), et au moyen de sondages et d’entrevues individuelles, nous avons mesuré et caractérisé les changements perçus quant à l’auto-efficience des étudiants des cycles supérieurs relativement aux exposés magistraux centrés sur l’apprenant. Notre question de recherche était la suivante : Le cas échéant, de quelles manières le microenseignement contribue-t-il à l’auto-efficience perçue par les participants eux-mêmes en situation d’exposés magistrauxcentrés sur l’apprenant? Nos résultats et notre discussion révèlent que lapratique augmente l’auto-efficience en matière d’élaboration, de facilitation et d’évaluation des exposés magistraux centrés sur l’apprenant. Il s’agit d’une composante primordiale des programmes de formation en enseignement pour étudiants des cycles supérieurs.  \nIntroduction  \nThe University of Guelph is a mid-sized, comprehensive university in Ontario, Canada, where learners and learning are prioritized in the university’s mission statement. The university emphasizes “learner-centredness” as an approach to learning that requires learners to actively engage in constructing meaning (Weimer, 2002) .  \nOpen Learning and Educational Support (OpenEd) supports teaching and learning atthe University of Guelph. With approximately 2,200 graduate students, OpenEd provides teaching development opportunities and programs for graduate students, including workshops, a graduate course on teaching and learning, the Instructional Skills Workshop, and conferences. With an increased recognition of not only the need to assess programs for their impact on teaching and learning, but also to use collected data to “deliberately. . . improve practice”(Gravobe et al., 2012, p. 8), we undertook this study with the twin aims of assessing the impact of a workshop structure within our teaching development program for graduate students and modifying the program based on our findings.  \nLiterature Review  \nOur project took inspiration from the call in Boman’s 2013 article,“Graduate Student Teaching Development: Evaluating the Effectiveness of Training in Relation to Graduate Student Characteristics,” for “future research . . . to help understand the contribution of ongoing educational programming to the development of graduate students as teachers”(Boman, 2013, p. 111) . Boman’s study investigated the effectiveness of a workshop that included practice teaching and feedback for graduate students with different degrees of experience in teaching, with a specific focus on intern","cbCaic4vai3EoK3Q","https://ap.wps.com/l/cbCaic4vai3EoK3Q","pdf",1199780,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What does the study investigate about graduate students’ self-efficacy?\",\"answer\":\"It investigates the relationship between practice lecturing and graduate students’ perceived self-efficacy in learner-centred lecturing, including how self-efficacy changes.\"},{\"question\":\"What methods does the research use?\",\"answer\":\"It uses surveys and individual interviews in a mixed-method case study format at the University of Guelph.\"},{\"question\":\"How does microteaching relate to participants’ self-efficacy?\",\"answer\":\"The study’s question centers on whether microteaching contributes to perceived self-efficacy in learner-centred lecturing, and the results indicate practice increases self-efficacy for design, facilitation, and assessment.\"}]","Developing Graduate Students’ Self-Efficacy with Learner-Centred Lecturing | PDF",1792083444,48]