Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students ?

Cara Gormally; Carol Subi?o Sullivan; Nadia Szeinbaum

首页> 外文期刊>Microbiology Education Journal >Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students ?

【24h】

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students ?

机译：揭露实施探究式教学的助教（TA）的障碍：不一致的促进技巧，学生的抵制以及不愿与学生共享学习控制权？

获取原文

掌桥外文数据库（机构版） >>

开具论文收录证明 >>

文献代查 >>

页面导航

摘要
著录项
相似文献
相关主题

摘要

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

机译：生物实验室越来越多地采用基于查询的教学方法。然而，助教（TA）通常是新手，在美国研究型大学教授大多数实验室课程。这项研究分析了TA和他们的学生的观点，并使用课堂观察来发现TA在他们的探究式教学的第一年所面临的挑战。我们的研究揭示了关于有效探究式教学实践障碍的三点见解：1）TA缺乏足够的促进技能; 2）TA努力与学生分享对学习的控制权，因为他们将长期的教学观念与新学到的方法融为一体，从而削弱了他们刚开始使用探究方法的能力; 3）学生评估强化了以教师为中心的行为，因为TA收到了与探究方法相冲突的积极反馈。我们提出建议，包括更改教学反馈以专注于以学习者为中心的教学实践。我们敦促TA指导者参与TA的讨论，以发现基于教学选择的教学信念，并通过有针对性的反馈和实践来支持TA。

著录项

来源
《Microbiology Education Journal》 |2016年第2期|共10页
作者
Cara Gormally; Carol Subi?o Sullivan; Nadia Szeinbaum;
展开▼
作者单位

展开▼
收录信息
原文格式 PDF
正文语种
中图分类微生物学;
关键词

相似文献

外文文献
中文文献
专利

1. News Bits "Th[is] funding will allow us to implement a teaching practice proven by research to be effective in STEM education, says Michael Palmer, director of UVA's Center for Teaching Excellence. Other universities using this approach have shown gains for both the students in the course and the learning assistants, he adds. Fewer students drop the classes with learning assistants, and the learning assistants can reinforce their own knowledge while working with their peers. [J] . null Science scope . 2017,第ApraSuppla期

机译：新闻比赛“TH [是]资金将使我们在奥维纳教学中心主任迈克尔·帕尔默（Michael Palmer）卓越中心主任迈克尔·帕尔默（Michael Palmer）表示，培养的教学实践。其他大学使用这种方法的其他大学为学生们表现出来在课程和学习助理中，他补充道。较少的学生将课程放入学习助理，学习助理可以在与同龄人合作的同时加强自己的知识。
2. Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid–base titrations in introductory chemistry laboratory courses [J] . Nicole Baldwin, MaryKay Orgill Chemistry Education Research and Practice . 2019,第4期

机译：在入门化学实验室课程中教授酸碱滴定时，助教对学生学习挑战的看法与使用外部表征之间的关系
3. The zones framework for both teaching and learning: application to graduate student teaching assistants [J] . Allison J. Gonsalves, dik Harris, Lynn McAlpine Journal of Further and Higher Education . 2009,第3期

机译：教与学的区域框架：应用于研究生教学助理
4. Student and Teaching Assistant Perspectives on Characteristics of an Effective Teaching Assistant [C] . Dylan Christenson, Daniel Baldwin, Maeghan Marie Brundrett, American Society for Engineering Education Annual Conference and Exposition . 2015

机译：学生与教学助理对有效教学助理特征的观点
5. The Effects of Shared L1 and Connected Speech Processes on Mandarin Chinese International Teaching Assistants' Perceptions of Native and Nonnative Undergraduate Student Questions Asked in Science Labs [D] . Kwak, Jennica Y. 2019

机译：L1和言语共享过程对普通话国际助教在科学实验室中对本地和非本地本科生问题的理解的影响
6. Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques Student Resistance and Reluctance to Share Control over Learning with Students [O] . Cara Gormally, Carol Subiño Sullivan, Nadia Szeinbaum 2016

机译：揭露实施探究式教学的助教（TA）的障碍：协调技巧不一致学生抵触以及不愿与学生共享学习控制权
7. Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students [O] . Cara Gormally, Carol Subiño Sullivan, Nadia Szeinbaum 2016

机译：揭示教学助理（Ta）的障碍实施探究教学：不一致的促进技术，学生抵抗和不愿与学生分享对学习的控制

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students ?

摘要

著录项

相似文献

相关主题

期刊订阅