students, self-efficacy, learner-centred, lecture, microteaching
This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students’ self-efficacy in learner-centred lecturing. Our research question was: In what ways, if any, does microteaching contribute to participants’ perceived self-efficacy in learner-centred lecturing? Our results and discussion reveal that practice increases self-efficacy with respect to the design, facilitation, and assessment of learner-centred lectures, and is a vital component to graduate student teaching development programming.
Centre for Teaching & Learning
Canadian Journal of Higher Education / Revue canadienne d’enseignement supérieur
Peer Reviewed/Refereed Publication
© Meagan Troop, Lauren Wallar, & Erin Aspenlieder
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Original Publication Citation
Troop, M., Wallar, L., & Aspenlieder, E. (2015). Developing graduate students’ self-efficacy with learner-centred lecturing. Canadian Journal of Higher Education, 45(3), 15-33.
Troop, Meagan; Wallar, Lauren; and Aspenlieder, Erin, "Developing Graduate Students’ Self-Efficacy with Learner-Centred Lecturing" (2015). Publications and Scholarship. 4.
31 May 2018: At the time of publication, Sheridan College author Meagan Troop was associated with University of Waterloo.