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Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity
dc.contributor.authorZotos, Eleni K.
dc.contributor.authorMoon, Alena C.
dc.contributor.authorShultz, Ginger V.
dc.date.accessioned2020-07-02T20:33:45Z
dc.date.availableWITHHELD_14_MONTHS
dc.date.available2020-07-02T20:33:45Z
dc.date.issued2020-08
dc.identifier.citationZotos, Eleni K.; Moon, Alena C.; Shultz, Ginger V. (2020). "Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity." Journal of Research in Science Teaching 57(6): 943-967.
dc.identifier.issn0022-4308
dc.identifier.issn1098-2736
dc.identifier.urihttps://hdl.handle.net/2027.42/155950
dc.description.abstractGraduate 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.
dc.publisherJohn Wiley & Sons, Inc.
dc.subject.otherscience teacher education
dc.subject.otherpedagogical content knowledge
dc.subject.otherteacher beliefs
dc.titleInvestigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbsecondlevelManagement
dc.subject.hlbsecondlevelScience (General)
dc.subject.hlbsecondlevelWomen’s and Gender Studies
dc.subject.hlbtoplevelSocial Sciences
dc.subject.hlbtoplevelBusiness and Economics
dc.subject.hlbtoplevelScience
dc.subject.hlbtoplevelHumanities
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/1/tea21618_am.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/2/tea21618.pdf
dc.identifier.doi10.1002/tea.21618
dc.identifier.sourceJournal of Research in Science Teaching
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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