This study examined the self-efficacy of TAs in Hong Kong. Quantitative method was adopted. 463 TAs had participated in this study, and their self-efficacy had been tested in 5 domains: teaching support, learning support, behavior management, cooperation and administrative support. The findings were obtained by the means of “Teaching assistant efficacy scale” which was developed by Yan, Lum, Lui, Chu and Lui (2015). Data indicated that TAs were most confident in cooperation and least confident in teaching support and behaviour management. Training to support students with special education needs (SEN) were found to contribute to TAs’ self-efficacy in all 5 domains. However, no differences were found among different training hours because the training cannot meet the needs of TA. This paper suggested reforming the TA training program to increase TAs’ self-efficacy.
|Publication status||Published - May 2017|
|Event||Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values” - National Institute of Education, Singapore|
Duration: 31 May 2017 → 02 Jun 2017
|Conference||Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values”|
|Period||31/05/17 → 02/06/17|
CitationSin, K. F. K., Yung, S. C., Lum, C. W., & Lui, T. L. (2017, May). Teaching assistants(TA)’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN. Paper presented at the Redesigning Pedagogy International Conference 2017: Education for the future: Creativity, innovation, values, Nanyang Technological University, Singapore.
- Special education
- Teacher education/development