Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants' Teaching Performance

Karen Sobel, Susan Avery, Ignacio J. Ferrer-Vinent

Research output: Contribution to journalArticle

Abstract

Academic libraries are one of the most important sources of “on the job” training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly literature, however, provides little information on whether this system helps graduate assistants to develop as teachers. The authors of this article assessed graduate assistants’ performance as teachers over three semesters using a system of observation and self-assessment. They analyzed both patterns and areas of growth and discuss the strengths and weaknesses of this system.

Original languageEnglish (US)
Pages (from-to)189-213
Number of pages25
JournalPublic Services Quarterly
Volume12
Issue number3
DOIs
StatePublished - Jul 2 2016

Keywords

  • LIS education
  • academic libraries
  • assessment of teaching
  • graduate assistants
  • library instruction

ASJC Scopus subject areas

  • Library and Information Sciences

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