A teaching course for PhD students at Science & Technology, Aarhus University, working as Teaching Assistants (TAs) has been iteratively developed to have two consecutive modules. Role-plays at course days and a "teaching in practice" assignment between modules have indicated that the TAs struggle to facilitate students' exploratory talk in small class teaching, lab exercises etc. A potential third module organized as a video-circle with collaborative analysis of the TAs teaching based on observation and video has therefore been tested. The TAs reflections and their enactments in own teaching have been examined using video, audio and questionnaires. The TAs reported a high level of outcomes and referred to the importance of the video as evidence supporting the discussions. The importance of the collaboration between peers and staff (educational developers) was emphasized: highlighting the benefit of seeing peers teach and getting feedback from professionals. In addition they appreciated the equal atmosphere in the group. there are indications that the TAs focused on student learning by consciously supporting students' exploratory talk in their new enactments. Parts of the TAs reflections are descriptive, concerning what they did as teachers and why, but dialogic reflections focusing on how to support student learning seem to be developing.
|Status||Udgivet - 2014|
|Begivenhed||NFSUN: Nordisk Forskersymposium - Helsinki, Finland|
Varighed: 4 jun. 2014 → 6 jun. 2014
|Periode||04/06/14 → 06/06/14|
- naturvidenskabelige fag