Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants Through Their Participation in Lesson Study

dc.contributor.advisor Barlow, Angela en_US
dc.contributor.advisor Gardner, Grant en_US
dc.contributor.author Lampley, Sandra Ann en_US
dc.contributor.committeemember Boyd, Lynn en_US
dc.contributor.committeemember Caukin, Nancy en_US
dc.contributor.committeemember Rutledge, Michael en_US
dc.contributor.department Basic & Applied Sciences en_US
dc.date.accessioned 2015-08-25T15:09:16Z
dc.date.available 2015-08-25T15:09:16Z
dc.date.issued 2015-07-20 en_US
dc.description.abstract Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many have not received training in the aspects of effective teaching. One type of professional development, called lesson study, has played a key role in improving student achievement in secondary education in both Japan and the United States. Key features of lesson study, including research, collaboration, observation, and reflection, are believed to create changes in teachers’ knowledge and beliefs, which can inform the development of pedagogical content knowledge (PCK). PCK is an integration of both content knowledge and pedagogical knowledge and involves teachers’ understanding of the best ways to help students comprehend the specific subject matter using multiple instructional strategies, examples, and explanations. The present study examined the potential that lesson study holds for advancing GTAs’ PCK while teaching an introductory biology laboratory course. en_US
dc.description.abstract The participants in the study included four GTAs who taught the laboratory sections of a general biology course for students majoring in Biology. The participants had diverse backgrounds, both in terms of their teaching experience and their teacher training. Collectively, the group met for 10 weeks during the fall 2014 semester in order to complete two cycles of lesson study. Using a qualitative methodology, this study found that two aspects of PCK emerged during the lesson study process. The researcher also noticed a disconnect between the participants’ intent and practice. This disconnect could be attributed to the awkwardness of implementation of new strategies, the duration of the lesson study, and the inexperience of the participants in the study. en_US
dc.description.degree Ph.D. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4626
dc.publisher Middle Tennessee State University en_US
dc.subject Graduate teaching assistants en_US
dc.subject GTAs en_US
dc.subject Lesson study en_US
dc.subject PCK en_US
dc.subject Pedagogical content knowledge en_US
dc.subject Professional development en_US
dc.subject.umi Education en_US
dc.subject.umi Biology en_US
dc.subject.umi Higher education en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Doctoral en_US
dc.title Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants Through Their Participation in Lesson Study en_US
dc.type Dissertation en_US
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