Designing Developmental Experiences for Graduate Teaching Assistants Using a Holistic Model for Motivationand Identity
Designing Developmental Experiences for Graduate Teaching Assistants Using a Holistic Model for Motivationand Identity
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使用动机和身份的整体模型为研究生助教设计发展经验
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Walter C. Lee
中科院分区：
文献类型：
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作者：
R. Kajfez;H. Matusovich;Walter C. Lee
研究生教学助理（GTA）发展计划的战略改进的第一步是了解GTA的教学动机和他们作为教师的身份。本研究的目的是提出并评估动机与认同的纵向模型（LMMI），以考察GTA的教学动机和教师认同，特别是在工程领域。该模型是基于自我决定理论和可能自我理论，这两个理论是用来从整体上理解一个GTA的教学经验。LMMI是通过一组在线期刊条目调查管理到65 GTA教学在第一年的工程项目进行评估。30个GTA提供了调查响应，我们的研究结果提供了一个基线的理解GTA的动机和身份，确认LMMI是适合这种情况。具体而言，我们描述了潜在的影响forGTA发展方面的知识的内容，责任感，连通性，以其他GTA，和futurefaculty的身份。我们的结论是，这四个项目相关的动机和身份是必不可少的，在创建适当的发展计划，GTA最终提高工程教学。
The first step to strategically improve developmental programs for Graduate Teaching Assistants (GTAs) is to understandGTAs’ motivations for teaching and their identities as teachers. The objective of our work was to propose and evaluate theLongitudinal Model of Motivation and Identity (LMMI) for examining the teaching motivation and teacher identity ofGTAs, specifically in engineering. The proposed model is based on Self-Determination Theory and Possible Selves Theory;both theories are used to holistically understand a GTA’s teaching experience. The LMMI was evaluated through a set ofonline journal entry surveys administered to 65 GTAs teaching in first-year engineering programs. Thirty GTAs providedsurvey responses, and the results of our research provide a baseline understanding of GTAs with regard to motivation andidentity, confirming that the LMMI is appropriate for this context. Specifically, we describe potential implications forGTA development with regard to knowledge of content, sense of responsibility, connectedness to other GTAs, and futurefaculty identity. We conclude that these four items related to motivation and identity are essential in creating appropriatedevelopmental programs for GTAs to ultimately improve teaching within engineering.