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First-Year Undergraduate/General Chemical Education Research Laboratory Instruction Inquiry-Based/Discovery Learning TA Training/Orientation
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Characterizing Teaching Assistants’ Knowledge And Beliefs Following Professional Development Activities Within An Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, Brooke A. Whitworth
Characterizing Teaching Assistants’ Knowledge And Beliefs Following Professional Development Activities Within An Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, Brooke A. Whitworth
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The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants’ (TAs’) content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs implementing a guided inquiry approach to general chemistry laboratory instruction. TAs engaged in ∼20 h of presemester PD and ∼30 h of weekly follow-up PD during the semester. The study utilized a multiple-methods approach within a social constructivist framework to assess changes in the TAs. Participants included eight graduate TAs and …