Open AccessBuilding Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?
Author(s) -
Lorelei E. Patrick,
Hillary A. Barron,
Julie C. Brown,
Sehoya Cotner
Publication year - 2021
Publication title -
journal of microbiology and biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 7
eISSN - 1935-7885
pISSN - 1935-7877
DOI - 10.1128/jmbe.v22i1.2473
Subject(s) - facilitator , excellence , psychology , medical education , evidence based practice , professional development , teaching method , computer science , mathematics education , pedagogy , medicine , alternative medicine , social psychology , pathology , political science , law
Evidence-based teaching practices (EBTP)—like inquiry-based learning, inclusive teaching, and active learning—have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important.