Teaching assistants(TA)’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN

Kuen Fung SIN, Sheung Ching YUNG, Chun Wai LUM, Tze Leung Rick LUI

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - May 2017

Citation

Sin, 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.

Keywords

  • Special education
  • Teacher education/development

Fingerprint Dive into the research topics of 'Teaching assistants(TA)’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN'. Together they form a unique fingerprint.