Suggestions regarding implementing a variety of feedback approaches that support the professional development of TAs
How can teaching assistants (TAs) learn effective teaching skills? One method is practice, practice, and more practice. However, practice on its own does not necessarily improve one’s teaching (McKeachie, 2006). Practice needs to be complemented by carefully designed feedback that offers TAs, whether beginning or experienced, guidance as they develop as teachers. In addition, to offer the best undergraduate education possible at the University of Victoria, it is essential that TAs are supported to become better teachers. Approximately 30% of first‐ and second‐year courses at UVic include TA‐led tutorials, labs, or discussion sessions, which emphasizes the support that TAs require.
The goal of this resource is to provide suggestions to TAs for how to obtain formative feedback from students.
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