The Impact of Teaching Professional Development on STEM Graduate Student Instructional Outcomes: a Meta-analysis.
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| Title: | The Impact of Teaching Professional Development on STEM Graduate Student Instructional Outcomes: a Meta-analysis. |
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| Authors: | Gardner, Grant1 (AUTHOR) grant.gardner@mtsu.edu, Freeman, Alyssa1 (AUTHOR), Rolle, Chelsea1 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Aug2025, Vol. 34 Issue 4, p888-903. 16p. |
| Subject Terms: | *STEM education, *Teachers' assistants, *Effective teaching, *Teacher development, *Educational outcomes, *Graduate students, Self-efficacy, Aggregation (Statistics) |
| Abstract: | An extensive body of literature explores the impacts of teaching professional development (TPD) on graduate students in the STEM disciplines. However, these TPD interventions are often extremely diverse and highly contextual. The purpose of this meta-analysis was to synthesize what is known about the impacts of TPD on select instructional outcomes of STEM graduate student teaching assistants. A final sample of N = 25 articles (published between 1990 and 2020) was analyzed to determine the effect of TPD interventions on instructional outcomes related to graduate students. These outcomes were categorized utilizing a previously published evaluation taxonomy and included the categories of graduate student teaching self-efficacy, graduate student knowledge and beliefs about instruction, graduate student instructional practices, and undergraduate student perceptions of graduate student instructional practices. Results demonstrated the positive impact of TPD interventions on STEM graduate student teaching self-efficacy (ES = 0.863, 95% CI [0.400–1.326], p =.006) with inconclusive results for other TPD outcome variables. The findings suggest that TPD interventions for STEM graduate students are promising for impacting participants' self-efficacy but more evidence is needed to understand the broader impacts of TPD interventions on other relevant instructional outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186780454 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Teaching Professional Development on STEM Graduate Student Instructional Outcomes: a Meta-analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gardner%2C+Grant%22">Gardner, Grant</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> grant.gardner@mtsu.edu</i><br /><searchLink fieldCode="AR" term="%22Freeman%2C+Alyssa%22">Freeman, Alyssa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rolle%2C+Chelsea%22">Rolle, Chelsea</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2025, Vol. 34 Issue 4, p888-903. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Aggregation+%28Statistics%29%22">Aggregation (Statistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: An extensive body of literature explores the impacts of teaching professional development (TPD) on graduate students in the STEM disciplines. However, these TPD interventions are often extremely diverse and highly contextual. The purpose of this meta-analysis was to synthesize what is known about the impacts of TPD on select instructional outcomes of STEM graduate student teaching assistants. A final sample of N = 25 articles (published between 1990 and 2020) was analyzed to determine the effect of TPD interventions on instructional outcomes related to graduate students. These outcomes were categorized utilizing a previously published evaluation taxonomy and included the categories of graduate student teaching self-efficacy, graduate student knowledge and beliefs about instruction, graduate student instructional practices, and undergraduate student perceptions of graduate student instructional practices. Results demonstrated the positive impact of TPD interventions on STEM graduate student teaching self-efficacy (ES = 0.863, 95% CI [0.400–1.326], p =.006) with inconclusive results for other TPD outcome variables. The findings suggest that TPD interventions for STEM graduate students are promising for impacting participants' self-efficacy but more evidence is needed to understand the broader impacts of TPD interventions on other relevant instructional outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186780454 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-025-10212-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 888 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Teachers' assistants Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Aggregation (Statistics) Type: general Titles: – TitleFull: The Impact of Teaching Professional Development on STEM Graduate Student Instructional Outcomes: a Meta-analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gardner, Grant – PersonEntity: Name: NameFull: Freeman, Alyssa – PersonEntity: Name: NameFull: Rolle, Chelsea IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 34 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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