EFFECTIVENESS OF REFLECTIVE PRACTICE IN A TA PEER-MENTORSHIP PROGRAM

Abstract

This paper reviews current teacher training practices and importance for post-secondary students. Specifically, the role of teaching assistants in tutorial settings are examined and how they impact student learning in an engineering program. Using Bandura’s theory of self-efficacy and the reflective practitioner model, a TA mentorship pilot was developed and run during the 2018-2019 school year at York University. Results showed that participants were more confident managing their classrooms, guiding students through more difficult tasks, as well as felt more confident that their students would be successful in their tutorial setting.