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Investigation of chemistry graduate teaching assistants' teacher knowledge and teacher identity
Journal of Research in Science Teaching ( IF 3.918 ) Pub Date : 2020-01-08 , DOI: 10.1002/tea.21618
Eleni K. Zotos 1 , Alena C. Moon 2 , Ginger V. Shultz 1
Affiliation  

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self‐investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.

中文翻译:

化学研究生助教教师知识和教师身份调查

研究生在博士授予机构的本科化学教育中扮演着不可或缺的角色,他们通常担任实验室的讲师和补充讨论会。同时,研究生助教(GTA)平衡了主要研究和学术责任。尽管GTA具有大量的本科生面对面的授课时间,但对于他们的教学理念或作为教师的身份知之甚少。为了调查GTA在这种独特背景下的教学知识,他们的教学身份以及这些身份的发展方式,我们使用经过修改的“教师信仰访谈”对22名来自各个大学各个层次的研究生在其研究生生涯中进行了22次访谈。访谈对教师的两种主要学习结构进行了分析:教师知识和教师身份。我们对化学GTAs的老师的知识和身份进行了表征,并确定了主要的影响因素。我们发现,化学GTA通常被确定为导师或实验室经理,这阻碍了他们在发展成为教师方面的自我投资。本文介绍的结果有助于加深对GTA老师的知识,老师的身份及其教学环境的了解,从中可以设计出培训以最好地支持GTA的发展。这阻碍了他们在发展成为教师方面的自我投资。本文介绍的结果有助于加深对GTA老师的知识,老师的身份及其教学环境的了解,从中可以设计出培训以最好地支持GTA的发展。这阻碍了他们在发展成为教师方面的自我投资。本文介绍的结果有助于加深对GTA老师的知识,老师的身份及其教学环境的了解,从中可以设计出培训以最好地支持GTA的发展。
更新日期:2020-01-08
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