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The Connected Professor
Forward-looking teaching and learning
Fall 2021
Walking the talk
How and why Kathy Johnson switched to IU eTexts
Read the articleThe latest from JoSoTL
The Journal of Scholarship of Teaching and Learning
By: Aaron M. Clark, Jeffrey R. Raker
Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.