Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how to support TAs to implement reform-based teaching in undergraduate settings, and in particular, what factors may influence TAs’ motivation to teach within reform-based instructional contexts. This qualitative study used an Expectancy-Value Theory (EVT) framework of motivation to explore: (1) TAs’ expectancy beliefs and subjective values of project-based inquiry laboratory contexts; (2) relationships among expectancy and subjective value of teaching and reported effort in teaching, and (3) factors (e.g., teaching beliefs, prior teaching and instructional experiences) that may relate to TAs’ motivation for teaching. Data sources included open-ended surveys and interviews of six purposefully selected TAs. Results revealed that TAs held varied views on their ability to be successful and their perceived value of teaching in an inquiry-based laboratory context. TAs’ beliefs and subjective value for teaching appeared to be informed by TAs’ prior experiences with inquiry and interactions with students. Results provide insight into what may motivate TAs to teach within inquiry-based undergraduate science settings. Results underscore the importance of reform-based instruction in undergraduate settings.

中文翻译：

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本科实验室环境中助教进行探究式教学动机的探索性研究†

本科科学课程通常依靠助教（TAs）来教授入门实验室课程。但是，很少有研究调查如何支持助教在大学环境下实施基于改革的教学，尤其是哪些因素可能会影响助教在基于改革的教学环境中进行教学的动机。这项定性研究使用了期望值理论（EVT）动机框架来探索：（1）TA的期望信念和基于项目的探究实验室环境的主观价值；（2）预期与教学主观价值之间的关系以及所报告的教学努力，以及（3）因素（例如，教学信念，先前的教学和教学经验），可能与TA的教学动机有关。数据来源包括不限成员名额的调查和对六个有目的地选择的技术援助的访谈。结果表明，助教在基于探究的实验室环境中对成功的能力和感知的教学价值持有不同的看法。TA的信念和主观教学价值似乎是通过TA先前的探究和与学生互动的经验而获得的。结果提供了关于什么可以激发助教在基于询问的本科科学环境中进行教学的见解。结果强调了在大学环境中以改革为基础的教学的重要性。