Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course
Teaching assistants' perceptions of a training to support an inquiry-based general chemistry laboratory course
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助教对支持探究型普通化学实验课程的培训的看法
DOI：
10.1039/c5rp00104h
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发表时间：
2015
影响因子：
3
通讯作者：
B. A. Whitworth
中科院分区：
文献类型：
--
作者：
L. Wheeler;Jennifer L. Maeng;B. A. Whitworth
这项定性调查的目的是为了更好地了解助教 (TA) 对引导式探究本科生普通化学实验室培训的看法。该培训是利用现有的助教培训文献开发的，并以情境学习理论为基础。助教在教学前参加培训（约 25 小时），并全年参加每周会议（约 60 小时）。培训评估利用建构主义框架来了解助教对培训的看法，以支持他们在实验室实施引导探究。参与者包括 20 名具有不同教学经验的研究生助教和 8 名本科助教。数据收集包括整个学年的三项开放式调查以及对专门抽样的助教子集进行的两次半结构化访谈。使用系统数据分析对数据进行分析（Miles 和 Huberman，1994）。结果表明，培训的不同方面对不同的参与者亚组都有帮助。例如，检查后勤工作和完成实验对于没有教学经验的助教来说最有帮助，而讨论学习理论对于未来职业目标以研究为重点的助教来说帮助最小。通过情境学习理论视角分析参与者的经验和看法表明，之前几乎没有教学经验的助教很欣赏培训提供的真实体验（例如实验和评分）。研究结果表明，助教培训应关注先前的经验，特别是语言和教学，以及更大的研究和未来职业背景。未来的研究将侧重于研究助教如何在情境培训中学习，以及这如何影响助教的信念、实践和学生的学习。
The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions of training in a guided inquiry undergraduate general chemistry laboratory context. The training was developed using existing TA training literature and informed by situated learning theory. TAs engaged in training prior to teaching (∼25 hours) and attended weekly meetings throughout the year (∼60 hours). Assessment of training utilized a constructivist framework to understand TAs' perceptions of training in supporting their implementation of guided inquiry in the laboratory. Participants included 20 graduate TAs and 8 undergraduate TAs of varying teaching experience. Data collection included three open-ended surveys across the academic year and two semi-structured interviews with a purposefully sampled subset of TAs. Data were analyzed using systematic data analysis (Miles and Huberman, 1994). Results indicated different aspects of the training were helpful for different subgroups of participants. For example, going over logistics and completing the experiments were most helpful for TAs with no previous teaching experience while discussing learning theory was least helpful for TAs whose future career goals were research-focused. Analyzing participants' experiences and perceptions through a situated learning theory lens suggested TAs with little prior teaching experience appreciated the authentic experiences (e.g., experiments and grading) provided by the training. The results of the study suggest TA training should address prior experiences, particularly language and teaching, as well as the larger context of research and future careers. Future research will focus on examining how TAs learn within a situated training and how that impacts TA beliefs, practices, and student learning.