Contentslistsavailableat ScienceDirect StudiesinEducationalEvaluation journal homepage: www.elsevier.com/locate/stueduc Theefectsofateachingdevelopmentinstituteforearlycareerresearchers ontheirintendedteachingstrategies,coursedesign,beliefsabout instructors’andstudents’knowledge,andinstructionalself-efcacy:The caseoftheTeachingInstituteatJohnsHopkinsUniversity AhmedIbrahim*,KellyClark,MichaelJ.Reese,RichardShingles Center for Educational Resources, Johns Hopkins University, United States ARTICLEINFO Keywords: Academic development Professional development Doctoral education Postdoctoral training Training institute Teaching Instructional improvement Microteaching ABSTRACT Despite the importance of both research and teaching, doctoral and postdoctoral programs tend to focus on research. One approach to address the lack of teaching development for early career researchers (ECRs) is to train them on instruction. The purpose of this two-year study was to examine the efects of a Teaching Development Institute (TDI) on ECRs’ intended teaching strategies, course planning, beliefs about instructors’ and students’ knowledge, and instructional self-efcacy. We used the Approaches to Teaching (ATI) and the College Teaching Self-Efcacy(CTSE)instrumentsinaone-grouppretest-posttestdesign.Thesamplewas109 and 140 ECRs who participated at the Teaching Institute at Johns Hopkins University in 2018 and 2019, re- spectively.TheresultsoftheWilcoxonsigned-rankstestindicatedthattheTDIinterventionwasefective.The theoreticalimplicationsofthepaperinclude(a)reinterpretingtheATIaccordingtotheinteractive,constructive, active,andpassive(ICAP)cognitiveengagementframework,and(b)proposingtheprofessionaldevelopmentto studentachievement(PDSA)model. 1. Introduction DoctoraltraininginNorthAmericahasbeentraditionallyregarded as preparation for an academic career (Pechar & Andres, 2015), in whichresearchandteachingarethemainresponsibilities(Finkelstein, 2014). Doctoral programs tend to emphasize the role of research in academia more than that of teaching, although teaching is expected across all types of academic institutions (Austin & McDaniels, 2006). Through historical analysis, Arimoto (2014) arguedthattheacademic professionisexperiencingashifttowardastageinwhichitisexpected therewouldbe“morefocusonstudentsaslearners,particularlyatthe undergraduatelevel”(p.16).Efectiveteachingisexpectedevenwith increasing teaching responsibilities. Teaching is a primary responsi- bility in an academic career, and teaching experiences can contribute substantiallytotheimprovementofresearchskills(Feldonetal.,2011). Despite the evidence for the favorable efectsofteaching,suchasthe improvement of research skills for teaching researchers (Feldonetal., 2011)andthepositiveefectsonstudents’achievement(Rockof,2004; Windschitl, Thompson, Braaten, & Stroupe, 2012), skills related to teachingarenottypicallytaughttodoctoralstudents,whointurnmay become faculty who frequently struggle with teaching responsibilities (Henderson, 2008). Postdoctoral scholars experience a challenge that is similar to that facedbydocotoralstudentsregardingthelimitedorlackoftrainingon teaching,astheiradvancedtrainingisnormallyfocusedondisciplinary research. Postdoctoral scholars constitute a population that is some- timesreferredtoasthe“invisiblescholars”(Jaeger&Dinin,2018)who work under the title of postdoc scholar, researcher, or fellow in dif- ferentinstitutions(NationalAcademyofSciences,NationalAcademyof Engineering, & Institute of Medicine, 2014), and are considered stu- dentsinsomecountriessuchasCanada(McAlpine,2014).Althougha large number of postdoctoral scholars are afected by departmental cultures that tend to socialize them into certain behavioral patterns suchashighlightingresearchandpossiblymarginalizingteaching(Su& Alexander,2018),manyofthemintentionallyseektrainingonteaching primarilyasawaytoprepareforfutureteachingresponsibilitiesandto enhance their career perspectives (Haley, Hudson, & Jaeger, 2018), which makes them similar to doctoral students who seek training on teaching.Inthecurrentstudy,wewillrefertothedoctoralstudentsand postdoctoralscholarscollectivelyasearlycareerresearchers(ECRs). https://doi.org/10.1016/j.stueduc.2020.100836 Received19August2019;Receivedinrevisedform27November2019;Accepted5January2020 ⁎ Correspondingauthorat:CenterforEducationalResources,JohnsHopkinsUniversity,3400NorthCharlesStreet,Baltimore,MD,21218-2683,UnitedStates. E-mail address: aibrahim@jhu.edu (A.Ibrahim). Studies in Educational Evaluation 64 (2020) 100836 0191-491X/ © 2020 Elsevier Ltd. All rights reserved. T