Kinesiology graduate teaching assistants (GTAs) face a myriad of challenges and responsibilities as lead instructors of college and university instructional physical activity program (C/UIPAPs) courses. However, current scholarship has little to offer regarding means of improving GTA instructional effectiveness, self-efficacy and development. This interpretive case-study investigated the impact of utilizing an instructional videotape analysis process, within the context of a required departmental academic course for novice GTAs, as a means of enhancing and supporting the instructional development of a cohort of C/UIPAP GTAs (N = 13) from a southeastern land-grant university.
Method:
To obtain the participants’ perspectives and recommendations traditional mixed-methods (qualitative and quantitative) data collection and analysis techniques were utilized. Specifically, questionnaires, instructional videotape analysis protocols and semi-structured interviews were conducted during a 15-week semester. Qualitative data analysis included techniques such as coding categories, analytic induction techniques and theme development. Quantitative data were analyzed and descriptive statistics, including means and frequency counts were generated with the use of the Predictive Analytics SoftWare (PASW) Package 19.0.
Analysis/Results:
Regarding the use of an instructional videotape analysis process, findings indicate that participants described comparable key experiences and perceptions. Specifically, four significant themes emerged from the research regarding the impact of the instructional videotape analysis process: a) opportunities to reflect and evaluate respective individual and group pedagogical practices, b) receiving constructive feedback and support from peers and faculty, c) providing recommendations to improve departmental instructional evaluation processes and d) practicing and evaluating “scholarly best practices” in a real-world classroom context. Additionally, a basic “model” for supporting the instructional development of KINE GTAs, within the context of this specific department, was found to be meaningfully impactful and positive.
Conclusions:
In conclusion, it is hoped that the dissemination of these findings will lead to further discussion among graduate program faculty, students and administrators regarding the conceptualization of GTA instructional evaluation and development processes. More directly, effective GTA instructional development practices and processes must be developed, implemented and evaluated. The significance of this research is found in the examination of “models” and “best practices” that will support KINE graduate students, often employed as lead instructors in respective KINE departments of C/UIPAP courses, in their pedagogical development as future members of the professoriate and relevant occupational positions.