EXPLORATIONS OF CHEMISTRY GRADUATE STUDENTS’ PROFESSIONAL TEACHING ASSISTANT ROLE-IDENTITIES: CONNECTING THE SEEN TO THE UNSEEN

Abstract

Middle Tennessee State University has a diverse and impactful group of graduate students in its chemistry department. Many of these students worked as instructors for introductory laboratory classes. This dissertation focused on their developing role-identity as the graduate teaching assistants (GTAs). In the Spring semester of 2017, some of the GTAs in the chemistry department participated in a six-workshop professional development, implemented for this study. The workshops were designed to enhance knowledge and practices related to chemistry education. I used phenomenological research practices to gather qualitative evidence about the beliefs and practices of GTAs as science teachers. I used three previously developed and validated analytical tools to collect information related to the GTA’s strengths (Clifton StrengthsFinder Assesment), teaching practices (Reformed Teaching Observation Protocol), and beliefs about teaching (Teacher Beliefs Interview). I used notes and recordings of the professional development activities to summarize the workshops. I used the evidence to compile the stories of ten graduate students. In general, graduate students found that the workshops instilled a sense of community among the GTAs and most attendees appreciated the experience. The professional development reassured graduate teaching assistants of their identity and authority in the classroom; although, they were not all impacted equally. The master’s GTAs differed in their thoughts related to the epistemological development of students when compared to more sophisticated ideas of doctoral students that participated in the majority of workshops.