Peer Facilitators / Teaching Assistants in Study Groups: Which Teaching Skills do they need and how can they be developed? Peer Facilitators / Teaching Assistants in Study Groups: Which Teaching Skills do they need and how can they be developed?

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Maplewood A
Session Track
  • Adjunct Professional Development
Session Format
  • Paper

Speaker(s)

Annette GlatheTobias Blank

Which teaching skills do peer facilitators / teaching assistants need to effectively support the learning of students in study groups (supplemental instruction courses)? And how can these skills be developed?
In a dissertation at Technische Universität Darmstadt, Germany (Glathe, 2017), a model of teaching skills for peer facilitators was developed. It contains aspects of teaching competence like scaffolding, explaining, dealing with diversity, structuring the course and self-reflection. Furthermore some recommendations are presented how to develop those skills. Based on this model and the recommendations, we discuss different perspectives on these questions from worldwide experience in Higher Education. Further development of the competence model and training concepts could be achieved.

  • Session References +

     

    Baumert, J., & Kunter, M. (2011). Das Kompetenzmodell von COACTIV. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Hrsg.), Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV (S. 29–53). Münster: Waxmann.

    Gibbs, G., & Coffey, M. (2004). The Impact of Training of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students. Active Learning in Higher Education, 5(1), 87–100. 

    Glathe, A. (2017): Effekte von Tutorentraining und die Kompetenzentwicklung von MINT-Fachtor*innen in Lernunterstützungsfunktion (dissertation); http://tuprints.ulb.tu-darmstadt.de/6906/.

    Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London ; New York: Routledge.

    Herppich, S., Wittwer, J., Nückles, M., & Renkl, A. (2013). Does it make a difference? Investigating the assessment accuracy of teacher tutors and student tutors. The Journal of Experimental Education, 81(2), 242–260.