Skills For Teaching Assistants in Engineering Laboratories

Graduate Teaching Assistants (GTAs) play a pivotal role in supporting teaching within engineering laboratories, yet many begin their roles without sufficient pedagogical preparation, potentially impacting teaching effectiveness and student learning outcomes. This study explores key skills necessary for GTAs within engineering laboratory contexts, examining perceived levels of skills proficiency by both GTAs and academic staff using dimensions of the UK Professional Standards Framework (PSF). Through structured surveys evaluating 29 identified skills across categories, including facilitating learning, technical expertise, student engagement, assessment practices, and classroom management, significant differences between GTA self-assessments and academic staff evaluations were identified. Prominent discrepancies emerged in areas such as facilitating discussions, managing diverse student needs, and applying effective assessment strategies, suggesting critical areas for targeted professional development. The findings underscore the necessity of aligning GTA training interventions with recognised teaching standards frameworks and feedback from GTAs and academic colleagues to enhance GTA teaching effectiveness and support professional growth.