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Volume 45, No. 3, 2015, pages 34-55  \nEvaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching  \nKen N. Meadows, Karyn C. Olsen, Nanda Dimitrov, and Debra L. Dawson The University of Western Ontario  \nAbstract  \nIn this study, we compared the effects ofa traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students’ teaching self-efficacy, observed teaching effectiveness, and adoption of student-centred approaches to teaching, and we anticipated a greater degree of change for the participants in the specialized program. We found the expected increases for graduate students in both programs, with a larger increase in observed teaching effectiveness for students in the specialized program. We discuss the implications of tailoring TA training programs for international graduate students and of providing time and learning activities for the development of student-centred teaching and reflective practice.  \nRésumé  \nDans cette étude, nous comparons les répercussions d’un programme traditionnel de formation d’assistants en enseignement avec celles d’un programme spécialisé pour étudiants internationaux des cycles supérieurs doté d’une composante interculturelle importante. Nous nous attendions à ce que les deux programmes améliorent l’auto-efficacité de l’enseignement chez les étudiants internationaux. Par l’observation de l’efficacité del’enseignement et l’adoption d’approches d’enseignement centrées sur l’apprenant, nous anticipions une plus grande évolution chez les participants du programme spécialisé . Nous avons constaté les améliorations attenduesparmi les étudiants des cycles supérieurs des deux programmes, ainsi qu’une amélioration plus importante de l’efficacité de l’enseignement chez les étudiants du programme spécialisé . Dans le présent article, nous discutons  \nCJHE / RCES Volume 45, No. 3, 2015  \nDifferential Impact of TA Training / K. N. Meadows, K. C. Olsen, N. Dimitrov, & D. L. Dawson 35  \ndes enjeux liés à l’adaptation des programmes de formation aux étudiants internationaux des cycles supérieurs, ainsi que de l’importance d’offrir du temps et des activités d’apprentissage pour le perfectionnement del’enseignement centré sur l’apprenant et la pratique réflexive.  \nIntroduction  \nGraduate student teaching assistants (TAs) play a vital role in undergraduate teaching in higher education in North America through their work as graders, tutorial leaders, and lab demonstrators. International graduate students make up a significant portion of new teaching assistants at Canadian universities, particularly in the STEM disciplines (LeGros & Faez, 2012). International teaching assistants (ITAs) have unique training needs when they begin to teach at Canadian universities, because they are transitioning to a new cultural and social context at the same time as they are learning to teach for the first time. Teaching and future faculty development programs have proliferated across Canada in response to the professional development needs of graduate students, and researchers increasingly are recognizing the need to examine the impact of such programs (Boman, 2014; Cassidy, Dee, Lam, Welsh, & Fox, 2014; Dimitrov, Dawson, Olsen, & Meadows, 2014; Dimitrov et al., 2013; Kenny, Watson, & Watton, 2014; Korpan, 2011; Rolheiser et al., 2013) . A number of Canadian universities offer both general teaching development programs and some form of specialized training for ITAs. We believe that in comparison to a traditional training program, a training program designed specifically for ITAs likely has a stronger impact on teaching self-efficacy, the acquisition of effective teaching behaviours, and the ","cbCaivkZgNHA7uwU","https://ap.wps.com/l/cbCaivkZgNHA7uwU","pdf",1279458,22,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"What comparison does the study make between TA training programs?\",\"answer\":\"It compares a traditional TA training program with a specialized TA training program that includes a substantial intercultural component for international graduate students.\"},{\"question\":\"What outcomes were both programs expected to improve?\",\"answer\":\"Both programs were expected to increase teaching self-efficacy, improve observed teaching effectiveness, and promote adoption of student-centred teaching approaches.\"},{\"question\":\"Which program produced a larger change in observed teaching effectiveness?\",\"answer\":\"The specialized program produced a larger increase in observed teaching effectiveness than the traditional program.\"}]","Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching - Research article | PDF",1792083444,55]