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Breaking the mold: Preparing graduate teaching assistants to teach as they are taught to teach.

机译：打破常规：在教授研究生教学的同时，准备研究生教学助理。

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摘要

Increasingly, graduate teaching assistants (TAs) are relied upon to teach introductory undergraduate biology courses at many large universities. This change in the role of the TA in the 1980s prompted the development of professional development programs for science, technology, engineering and mathematics (STEM) TAs. However, many of these programs, workshops and courses do not consider the TA in their dual role as learner and teacher, nor are they based on theories of how people learn. In addition, to date, there are little data published that document TAs changes in behavior in response to TA professional development.;This dissertation is the first comprehensive research on biology TAs teaching introductory biology (Bio1) at a large university with very high research activity. This dissertation begins with research on Bio1 TAs, specifically, what do Bio1 TAs believe about effective teaching and student learning? Data from surveys of 30 Bio1 TAs revealed that they held beliefs about how teachers teach that opposed their beliefs about how students learn. These data, along with data collected through surveys about the effectiveness of their current professional development (i.e., traditional) influenced how we reformed TA professional development.;Second, this dissertation describes a novel model of TA professional development (i.e., reformed) based on how people learn and data on Bio1 TAs (see Appendix A). Third, this dissertation evaluates the reformed model of TA professional development using data from surveys, TA-designed learning objectives and assessments, and TA classroom practice. Together, these data provided support for the efficacy of this model of biology TA professional development. Reformed professional development statistically significantly improved the cognitive processing levels TAs asked their students to achieve via learning objectives and assessments, and improved the degree of learner-centered instructional practices occurring in Bio1. TAs' classrooms.;Finally, results from a case study of one TAs who was prepared to teach under both traditional and reformed models of professional development indicated that the expectations of the TA professional development program play a key role in determining the instructional practices of a TA, more so than his own beliefs.;This research presents the First reported data on biology TAs exploring the relationship among TA beliefs, professional development and practice. In addition, it also provides the only data on evaluation of biology TA professional development that is not self-report. The results from this research indicated the importance of critically examining and changing TA professional development as faculty work to reform undergraduate biology courses.
机译：越来越多地依赖研究生助教（TAs）在许多大型大学教授基础生物学入门课程。在1980年代，技术援助的角色发生了变化，从而推动了科学，技术，工程和数学（STEM）技术援助专业发展计划的发展。但是，许多此类计划，讲习班和课程都没有将TA视为学习者和教师的双重角色，也没有基于人们学习的理论。此外，迄今为止，很少有数据记录TA随TA专业发展而变化的行为。；本论文是在具有很高研究活动的一所大型大学中首次进行生物学TA入门教学生物学的综合研究。本论文从对生物技术教学的研究入手，具体来说，生物技术教学对有效的教学和学生学习有何看法？来自对30个Bio1 TA的调查数据表明，他们持有关于教师教学方式的信念，而反对他们关于学生学习方式的信念。这些数据，以及通过调查收集的有关其当前专业发展（即传统）有效性的数据，对我们改革TA专业发展的方式产生了影响。其次，本文描述了一种基于以下方面的TA专业发展（即改革）的新型模型。人们如何在Bio1 TA上学习和数据（请参阅附录A）。第三，本论文利用调查数据，TA设计的学习目标和评估以及TA课堂实践，评估了TA专业发展的改革模式。这些数据加在一起，为这种生物学TA专业发展模型的功效提供了支持。经过改革的专业发展从统计学上显着提高了TA要求其学生通过学习目标和评估达到的认知加工水平，并提高了Bio1中以学习者为中心的教学实践的程度。 TA的教室。最后，对一个准备在传统和改革的专业发展模型下进行教学的TA进行的案例研究结果表明，TA的专业发展计划的期望在确定教师的教学实践中起着关键作用。技术助教比他自己的信念更重要。该研究提出了关于生物技术助教的第一份报道数据，探讨了技术助教信念，专业发展与实践之间的关系。此外，它还提供了有关生物学TA专业发展评估的唯一数据，而不是自我报告。这项研究的结果表明，批判性地检查和改变TA专业发展作为教师工作改革本科生物学课程的重要性。

著录项

  • 作者

    Wyse, Sara A.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Biology.;Science education.;Higher education.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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