Analysis of a Peer Observation Program for Graduate Teaching Assistants to Enhance Instructional Development
Feedback from TA observations targeted a wide variety of teaching-related topics, provided detailed suggestions as well as general comments, and was balanced in both positive and negative feedback. Findings from the study also indicated that the benefits from the program included direct improvements in individual teaching and a more collaborative environment supporting excellence in teaching among TAs.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign