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This paper reports results from a mixed-method study evaluating perceived impact during a two-year pilot at a Canadian research-intensive university. Participation in Lead TA programming increased overall instructor confidence and disciplinary instructional competence, including knowledge of the TA role in departments, growth in pedagogical content knowledge, and improved classroom management for disciplinary tasks and discussions. Challenges and recommendations are addressed for similar programs at other universities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-the-lead-ta-program-on-the-perceived-disciplinary-instructional-competence-of-graduate-teaching-assistants/596102/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-the-lead-ta-program-on-the-perceived-disciplinary-instructional-competence-of-graduate-teaching-assistants/596102.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Lead TA Program described in the paper?","Question",{"text":112,"@type":113},"The Lead TA Program is presented as a training initiative designed to enhance the instructional competence of graduate teaching assistants at a disciplinary level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the impact of the program evaluated?",{"text":117,"@type":113},"The paper outlines a mixed-method study assessing perceived impact during a two-year pilot implementation stage at a large Canadian research-intensive university.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits did graduate teaching assistants report after participating?",{"text":121,"@type":113},"Participants reported gains in confidence as instructors and increased disciplinary instructional competence, including better understanding of the TA role, improved pedagogical content knowledge, and stronger classroom management for disciplinary tasks or discussions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596102,1792475631,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 2 | Article 6 |\n| --- | --- |\n\nFall 09-30-2020  \nImpact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants  \nAisha Haque  \nWestern University, [ahaque23@uwo.ca](ahaque23@uwo.ca)[ ](ahaque23@uwo.ca)[Ken N. Meadows](Ken N. Meadows)  \nWestern University, [kmeadow2@uwo.ca](kmeadow2@uwo.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.2.11103](https://doi.org/10.5206/cjsotl-rcacea.2020.2.11103)  \nRecommended Citation  \nHaque, A., & Meadows, K. N. (2020). Impact of the Lead TA Program on the perceived disciplinary instructional competence of graduate teaching assistants. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2) .  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.2.11103](https://doi.org/10.5206/cjsotl-rcacea.2020.2.11103)  \nImpact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants  \nAbstract  \nGraduate teaching assistant (GTA) training initiatives such as the Lead TA Program seek to enhance the instructional competence of GTAs at a disciplinary level. This paper outlines the results ofa mixedmethod study conducted to evaluate the perceived impact of the Lead TA Program on GTAs during a two-year pilot implementation stage at a large, research-intensive Canadian university. As a result of participating in programming offered by Lead TAs, GTAs reported overall gains in their confidence asan instructor as well as increased disciplinary instructional competence. GTAs’perceived benefits in relation to disciplinary instructional competence included: (a) increased knowledge of the TA role in the context of their department, (b) gains in pedagogical content knowledge, and (c) increased classroom management skills when facilitating disciplinary tasks or discussions. The study points to the potential for the Lead TA Program to enhance the general, domain, and topic-specific pedagogical content knowledge of GTAs. Unique challenges of implementing discipline-specific programming are addressed and recommendations are offered for establishing similar programs at other universities.  \nLes initiatives de formation pour les chargés de cours à l’enseignement supérieur telles que le Lead TA Program cherchent à renforcer les compétences en enseignement des chargés de cours à l’enseignement supérieur à un niveau disciplinaire. Cet article décrit les résultats d’une étude à méthode mixte menée dans le but d’évaluer les effets perçus du Lead TA Program par les chargés decours à l’enseignement supérieur lors d’une étude de deux ans menée dans une grande université canadienne axée sur la recherche. Après avoir participé à la programmation offerte dans le cadre du Lead TA Program, les chargés de cours à l’enseignement supérieur ont rapporté qu’ils avaient acquis une plus grande confiance en tant qu’instructeurs ainsi que de meilleures compétences en enseignement de leur discipline. Les compétences en enseignement obtenues par les chargés de cours comprenaient : (a) une meilleure compréhension du rôle des chargés de cours dans le contexte de leurdépartement, (b) une meilleure compréhension du contenu pédagogique et (c) de meilleures compétences de gestion de la salle de classe lors des tâches ou des discussions liées à la discipline. L’étude illustre le potentiel du Lead TA Program pour renforcer les compétences des chargés de coursen matière de contenu pédagogique, tant général que spécifique au domaine. Les défis uniques pour la mise en oeuvre de la programmation spécifique à la discipline sont expliqués et des recommandations sont proposées pour établir des programmes similaires dans d’autres universités.  \nKeywords  \ngraduate teaching assistant training, Lead TA Program, disciplinary instructional competence, pedagogical conte","cbCaifDYSgd6ySoE","https://ap.wps.com/l/cbCaifDYSgd6ySoE","pdf",270152,"English","# Abstract\n## Graduate teaching assistant training and disciplinary competence\n## Mixed-method two-year pilot results\n## Reported benefits and recommendations","[{\"question\":\"What is the purpose of the Lead TA Program described in the paper?\",\"answer\":\"The Lead TA Program is presented as a training initiative designed to enhance the instructional competence of graduate teaching assistants at a disciplinary level.\"},{\"question\":\"How was the impact of the program evaluated?\",\"answer\":\"The paper outlines a mixed-method study assessing perceived impact during a two-year pilot implementation stage at a large Canadian research-intensive university.\"},{\"question\":\"What benefits did graduate teaching assistants report after participating?\",\"answer\":\"Participants reported gains in confidence as instructors and increased disciplinary instructional competence, including better understanding of the TA role, improved pedagogical content knowledge, and stronger classroom management for disciplinary tasks or discussions.\"}]","Impact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants | PDF",1792082443]