Understanding Factors that Influence STEM Graduate Student Teaching Assistant Buy-In to Pedagogical Training
Open Access
Author:
Crowe, Elizabeth
Graduate Program:
Curriculum and Instruction
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
November 01, 2019
Committee Members:
Julia Diane Plummer, Thesis Advisor/Co-Advisor Rose Mary Zbiek, Program Head/Chair Hollie Kulago, Committee Member
Keywords:
graduate teaching assistant pedagogical training buy-in STEM pedagogical training GTA professional development
Abstract:
Graduate teaching assistants (GTAs) are often the frontline instructors for large enrollment STEM courses at research universities. However, they often receive little training (Luft, et al., 2004). Because of the competing demands on their time and their varied career goals (Gardner & Jones, 2011), it cannot be assumed that GTAs value their teaching experience and any associated training. Little work has been done to articulate why a GTA may or may not value his or her teaching experiences and associated professional development (PD). The phenomenon of valuing pedagogical PD will be referred to as buy-in. This thesis will unpack both external and internal factors that affect buy-in as articulated in literature and compile these factors into a proposed theoretical framework. The study found that GTAs valued their PD if they perceived their teaching as a relevant experience to help them develop professional skills that would translate to their intended career path. Additionally, GTAs valued their pedagogical training if they believed it was improving their own learning or assisting them in fulfilling a responsibility to their students. These new findings are integrated into an expanded theoretical framework that better explains the phenomenon of GTA buy-in to pedagogical training.
