Departments Can Develop Teaching Identities of Graduate Students
نویسندگان
چکیده
Reform of introductory science courses seeks to increase student retention and learning, yet faculty members are often unaware of modern teaching practices and/or not motivated to change their practices. Brownell and Tanner (2012) outlined another potential barrier: scientific professional identities are defined primarily by research and not by teaching. We think this is also an issue for graduate teaching assistants (GTAs), who play major roles in undergraduate science courses and represent the future of academic instruction. As graduate students interested in teaching, we call attention to the need for a national dialogue regarding development of GTA teaching identities. GTAs bear a heavy burden of implementing reformed curricula in introductory laboratories and discussions, often with little professional development. Although institutions may offer teaching orientations, these often focus on instructional policies and not on reformed teaching practices (Golde and Dore, 2001), potentially sending a message that teaching is more concerned with following institutional rules than fostering student learning. We think this is a lost opportunity to infuse universities across the country with a new generation of faculty who see teaching as an important part of their professional identities.
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