Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | IEEE Global Engineering Education Conference |
| Seiten | 718-725 |
| Seitenumfang | 8 |
| ISBN (elektronisch) | 9781509054671 |
| Publikationsstatus | Veröffentlicht - 25 Apr. 2017 |
Publikationsreihe
| Name | IEEE Global Engineering Education Conference, EDUCON |
|---|---|
| ISSN (Print) | 2165-9559 |
| ISSN (elektronisch) | 2165-9567 |
Abstract
We report on the first steps of KETTI, a project that aims towards the development of a competence model for undergraduate teaching assistants (UTAs) in computer science. Using qualitative methods, we obtained a classification of existing designs for teaching that employ UTAs; some of the observed factors directly influence the methodological decision space of UTAs. We developed and implemented a UTA training scheme designed to foster student-oriented teaching in recitation sessions along with an instrument to gauge the effects of this instruction on a variety of psychometric scales. We report results from a small-scale pilot study at three institutions showing positive effects on teaching-related beliefs and self-efficacy.
ASJC Scopus Sachgebiete
- Ingenieurwesen (insg.)
- Entscheidungswissenschaften (insg.)
- Informationssysteme und -management
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Zitieren
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- BibTex
- RIS
IEEE Global Engineering Education Conference. 2017. S. 718-725 7942927 (IEEE Global Engineering Education Conference, EDUCON).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Undergraduate Teaching Assistants in Computer Science: Teaching-Related Beliefs, Tasks, and Competences
AU - Danielsiek, Holger
AU - Vahrenhold, Jan
AU - Hubwieser, Peter
AU - Krugel, Johannes Arno
AU - Magenheim, Johannes
AU - Ohrndorf, Laura
AU - Ossenschmidt, Daniel
AU - Schaper, Niclas
N1 - Publisher Copyright: © 2017 IEEE.
PY - 2017/4/25
Y1 - 2017/4/25
N2 - We report on the first steps of KETTI, a project that aims towards the development of a competence model for undergraduate teaching assistants (UTAs) in computer science. Using qualitative methods, we obtained a classification of existing designs for teaching that employ UTAs; some of the observed factors directly influence the methodological decision space of UTAs. We developed and implemented a UTA training scheme designed to foster student-oriented teaching in recitation sessions along with an instrument to gauge the effects of this instruction on a variety of psychometric scales. We report results from a small-scale pilot study at three institutions showing positive effects on teaching-related beliefs and self-efficacy.
AB - We report on the first steps of KETTI, a project that aims towards the development of a competence model for undergraduate teaching assistants (UTAs) in computer science. Using qualitative methods, we obtained a classification of existing designs for teaching that employ UTAs; some of the observed factors directly influence the methodological decision space of UTAs. We developed and implemented a UTA training scheme designed to foster student-oriented teaching in recitation sessions along with an instrument to gauge the effects of this instruction on a variety of psychometric scales. We report results from a small-scale pilot study at three institutions showing positive effects on teaching-related beliefs and self-efficacy.
KW - Competence Model
KW - Computer Science
KW - Pedagogical Content Knowledge
KW - Undergraduate Teaching Assistants
UR - http://www.scopus.com/inward/record.url?scp=85023644916&partnerID=8YFLogxK
U2 - 10.1109/educon.2017.7942927
DO - 10.1109/educon.2017.7942927
M3 - Conference contribution
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 718
EP - 725
BT - IEEE Global Engineering Education Conference
ER -