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Instructional Design as a Professional Development Tool-of-Choice for Graduate Teaching Assistants
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Hardre, Patricia L. – Innovative Higher Education, 2005
Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate. An iterative process model from instructional design can function as a cognitive…
Descriptors: Teaching Methods, Cognitive Processes, Teaching Assistants, Faculty Development