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

Abstract

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.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

“…These evaluations focus on student satisfaction rather than learning (Aleamoni, 1999; Kember et al ., 2002). As a result, instructors who incorporate learner-centered pedagogies in their courses may see declines in their student evaluation scores (Walker et al ., 2008; Brickman et al ., 2009; White et al ., 2010) or face student resistance through evaluation comments that may reinforce teacher-centered behaviors (Gormally et al ., 2016). In terms of peer evaluations, faculty have expressed lack of confidence in their peers’ expertise (Bell and Mladenovic, 2008) and objectivity and concern over time constraints and potential detrimental career implications (Centra, 1993; Atwood et al ., 2000; Chism, 2007; Kell and Annetts, 2009).…”

Integrating case studies into graduate teaching assistant training to improve instruction in biology laboratory courses

“…The impacts of these cases on GTAs' understanding of different pedagogical approaches to effective lab instruction was evaluated via the Knowledge Survey (11,12) for both the in-person and online training group before and after training. The survey was formatted for online delivery using Qualtrics software, Version (January-February 2019) (Appendix 5).…”

“…These types of methods have been shown to improve students' learning outcomes in a variety of classroom settings in STEM disciplines (9,10). The effectiveness of GTA trainings using the case-study based training materials were assessed using the Knowledge Survey (KS) (11,12), the Center for the Integration of Research, Teaching, and Learning (CIRTL) post-workshop survey, and the analysis of the workshop participants' lesson plans. Below we offer recommendations about how to integrate these case studies into future GTA training.…”

Course‐based prefaculty training program introduces instructional methods, increases instructor self‐efficacy, and promotes professional development

“…Despite this substantial role, many GTAs have little or no teaching experience or access to pedagogical training . Even if GTAs have extensive knowledge of subject matter, the lack of exposure to evidence‐based teaching techniques often leads to ineffective instruction . One of the most effective ways to cultivate a culture of effective undergraduate education in STEM is to provide pedagogically‐focused professional development for graduate student and postdoctoral fellows throughout their training .…”

“…2 Even if GTAs have extensive knowledge of subject matter, the lack of exposure to evidence-based teaching techniques often leads to ineffective instruction. 3,4 One of the most Larry L. Bowman, Jr, Kelly J. Culhane, Ahrume J. Park authors share first-author position and contributed equally to the work.…”