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

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 conference › Papers

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 language	English
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

Conference	Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values”
Country/Territory	Singapore
Period	31/05/17 → 02/06/17

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Special education
Teacher education/development

Teaching assistants(TA)’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN. / SIN, Kuen Fung; YUNG, Sheung Ching; LUM, Chun Wai et al.
2017. Paper presented at Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values”, Singapore.

Research output: Contribution to conference › Papers

@conference{0d95a2e51d004306a6e9c59664384907,

title = "Teaching assistants(TA){\textquoteright} self-efficacy in Hong Kong and training reformation to accommodate students with SEN",

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{\textquoteright} 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{\textquoteright} self-efficacy.",

author = "SIN, \{Kuen Fung\} and YUNG, \{Sheung Ching\} and LUM, \{Chun Wai\} and LUI, \{Tze Leung Rick\}",

year = "2017",

month = may,

language = "English",

note = "Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values” ; Conference date: 31-05-2017 Through 02-06-2017",

}

TY - CONF

T1 - Teaching assistants(TA)’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN

AU - SIN, Kuen Fung

AU - YUNG, Sheung Ching

AU - LUM, Chun Wai

AU - LUI, Tze Leung Rick

PY - 2017/5

Y1 - 2017/5

N2 - 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.

AB - 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.

M3 - Papers

T2 - Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values”

Y2 - 31 May 2017 through 2 June 2017

ER -

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

Abstract

Conference

UN SDGs

Keywords

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