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This paper presents a two-day chemistry laboratory TA workshop technique—role playing—and a framework of five elements: icebreaking, shared experiences, modelling, acting, and debriefing. 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We present a technique used in a two-day training workshop to enhance graduate students skills in using effective teaching strategies: role playing. This paper outlines a framework that includes five key elements (Icebreaking, Shared Experiences, Modelling, Acting and Debriefing) to strategically design role playing activities in a training program. We describe each of the 5 elements and explain how they support training through role play exercises. Participant written feedback collected in 2010, 2011, 2012 and 2014 suggested that role playing was a useful and enjoyable technique. Pre and post workshop questionnaire data suggested that self-perceived competencies for specified tasks directly connected to a role play activity promoted greater positive differences between the pre and post groups compared to self-perceived competencies for specified tasks not directly connected to a role play activity. Based on these results, we assert that training programs which rely on strategic role playing activities will lead to a better overall TA experience of the training program and improvements in TAs’ self-perceptions of certain teaching competencies.  \nRésumé  \nBien que plusieurs universités canadiennes aient créé des programmes de perfectionnement professionnel pour leurs auxiliaires à l’enseignement, il peut être difficile pour ces auxiliairesd’appliquer avec confiance les techniques d’enseignement efficace qu’ils ont apprises. Nous avons donc intégré le jeu de rôles à un atelier de deux jours suivi par des étudiants diplômés afin  \nCJHE / RCES Volume 45, No. 3, 2015  \nRole Playing in TA Training / P. Lekhi & S. Nussbaum 57  \nd’améliorer leur stratégies d’enseignement. Le présent article illustre les cinq principes essentiels qui permettent d’inclure le jeu de rôles de façon stratégique en contexte de formation : brise-glace, partage d’expériences, modélisation, pratique par le jeu et compte rendu. Nous décrivons ces cinq éléments et expliquons comment, par des jeux de rôles, chacun est utile à la formation. Les remarques écrites soumises par les participants des ateliers de 2010, 2011, 2012 et 2014 soutiennent l’idée que le jeu de rôle est un outil d’apprentissage à la fois utile et agréable. Remplis avant et après la séance deformation, les réponses aux questionnaires d’auto-évaluation des aptitudes personnelles démontrent une meilleure évolution des habiletés présentées avec une activité de jeu de rôles, comparativement à celles exposées sans cette composante. De par ces résultats, nous établissons que l’emploi stratégique du jeu de rôles lors de séances de formation mène à une meilleure expérience pour les auxiliaires à l’enseignement, en plus d’améliorer leur auto-perception de certaines compétences en enseignement.  \nIntroduction  \nProfessional development programs for teaching assistants (TAs) are essential to a quality undergraduate education (Piccinin, Farquharson, & Mihu, 1993) . Several studies of TA training programs have been conducted but few have discussed specific techniques aimed at enhancing TA skills in a laboratory setting. Research on undergraduate education demonstrates the benefits of student-centred activities such as peer instruction, and group work with a focus on problem solving and making connections to the real world (Bransford, Brown, & Cockings, 2000; Deslauriers, Schelew, & Wieman, 2011; Mazur, 2009). Perhaps it is time for TA-cente","cbCaiebwEJlujdgA","https://ap.wps.com/l/cbCaiebwEJlujdgA","pdf",680172,12,"English","# Abstract\n# Introduction\n# Role Playing as an Instructional Strategy\n# Five-Element Framework for Role Playing\n## Icebreaking\n## Shared Experiences\n## Modelling\n## Acting\n## Debriefing\n# Participant Feedback and Questionnaire Results\n# Conclusion","[{\"question\":\"What problem does the paper address in TA professional development programs?\",\"answer\":\"It addresses the gap between teaching assistants’ knowledge of effective strategies and their confident, practical application during teaching.\"},{\"question\":\"What workshop technique and framework does the paper propose?\",\"answer\":\"The paper proposes role playing within a two-day training workshop, guided by five key elements: icebreaking, shared experiences, modelling, acting, and debriefing.\"},{\"question\":\"How do the results evaluate the effectiveness of role playing?\",\"answer\":\"Participant feedback from 2010–2014 suggests role playing is useful and enjoyable, and pre/post questionnaire data show greater positive differences for self-perceived competencies directly connected to role-play activities.\"}]","Strategic Use of Role Playing in a Training Workshop for Chemistry Laboratory Teaching Assistants | PDF",1792083445]