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What's Troubling You? Examining How Biology Teaching Assistants Talk about Teaching Concerns

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Title: What's Troubling You? Examining How Biology Teaching Assistants Talk about Teaching Concerns
Language: English
Authors: Hillary A. Barron (ORCID 0000-0001-9499-9422), Lorelei E. Patrick, Julie C. Brown, Sehoya Cotner (ORCID 0000-0002-3324-9430)
Source: Journal of Microbiology & Biology Education. 2025 26(2).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Science Education, Teaching Assistants, Teaching Methods, Biology, Teacher Attitudes, Faculty Development, Science Laboratories, Teacher Competencies, Teacher Role
ISSN: 1935-7877
1935-7885
Abstract: Undergraduate students in science classes are more engaged and demonstrate increased performance when instructional methods include authentic science practices and active learning strategies. Non-majors students (i.e., those enrolled in science classes to fulfill a degree requirement) typically receive instruction that is more lecture-based and prescribed, however, which contributes to disinterest, diminished self-expectations, and lower performance. Teaching assistants (TAs) often interact with undergraduate students more closely in science classes than faculty and thus could potentially have far-reaching impacts on these students. Therefore, understanding how TAs think about their science teaching and the concerns they have about their methods can lead to designing more effective TA professional development (PD). In this qualitative study, we explored TA written reflections and employed first- and second-cycle analysis techniques to identify themes reflecting TAs' perceptions of their science teaching and concerns for improvement. We found that TAs' concerns about their teaching centered on three themes: "subject-specific concerns," "student-centered concerns," and "delivery and presentation concerns." Further, these concerns changed over time and varied across TA experience level. We offer insight into how TAs' teaching concerns evolve and discuss the implications of these insights for TA PD. subject-specific concerns student-centered concerns delivery and presentation concerns evolve and discuss the implications of these insights for TA PD.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481741
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Hillary+A%2E+Barron%22">Hillary A. Barron</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9499-9422">0000-0001-9499-9422</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lorelei+E%2E+Patrick%22">Lorelei E. Patrick</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+C%2E+Brown%22">Julie C. Brown</searchLink><br /><searchLink fieldCode="AR" term="%22Sehoya+Cotner%22">Sehoya Cotner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3324-9430">0000-0002-3324-9430</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(2).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
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  Data: Undergraduate students in science classes are more engaged and demonstrate increased performance when instructional methods include authentic science practices and active learning strategies. Non-majors students (i.e., those enrolled in science classes to fulfill a degree requirement) typically receive instruction that is more lecture-based and prescribed, however, which contributes to disinterest, diminished self-expectations, and lower performance. Teaching assistants (TAs) often interact with undergraduate students more closely in science classes than faculty and thus could potentially have far-reaching impacts on these students. Therefore, understanding how TAs think about their science teaching and the concerns they have about their methods can lead to designing more effective TA professional development (PD). In this qualitative study, we explored TA written reflections and employed first- and second-cycle analysis techniques to identify themes reflecting TAs' perceptions of their science teaching and concerns for improvement. We found that TAs' concerns about their teaching centered on three themes: "subject-specific concerns," "student-centered concerns," and "delivery and presentation concerns." Further, these concerns changed over time and varied across TA experience level. We offer insight into how TAs' teaching concerns evolve and discuss the implications of these insights for TA PD. subject-specific concerns student-centered concerns delivery and presentation concerns evolve and discuss the implications of these insights for TA PD.
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      – Text: English
    PhysicalDescription:
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Science Education
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      – SubjectFull: Teaching Assistants
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      – SubjectFull: Biology
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Faculty Development
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      – SubjectFull: Science Laboratories
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      – SubjectFull: Teacher Competencies
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      – TitleFull: What's Troubling You? Examining How Biology Teaching Assistants Talk about Teaching Concerns
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