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- W2001031645 abstract "Across 4 years, 87 teaching assistants (TAs) completed measures designed to assess personal efficacy, teacher efficacy, and liking for teaching before (pretest) and after (posttest) a weeklong training program. Paired sample t tests revealed a significant increase in personal efficacy and liking for teaching, a significant positive correlation between personal efficacy and desire for teaching (at pretest), and a significant positive association among all 3 variables at posttest. Personal efficacy predicted a significant amount of variance in liking for teaching at pretest (24%) and posttest (28%). A social-cognitive framework explains how components of the training program contribute to increased TA personal efficacy and enjoyment of teaching." @default.
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- W2001031645 date "2008-10-01" @default.
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- W2001031645 title "A Social-Cognitive Approach to Training Teaching Assistants" @default.
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- W2001031645 doi "https://doi.org/10.1080/00986280802374344" @default.
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