The first-year teaching assistant experience in a chemistry department
Abstract
The purpose of this qualitative study was to use an ethnomethodological perspective to investigate the experience of first-year teaching assistants as they make the transition from being a “new TAs” to “experienced TAs” in the Chemistry Department at Purdue University. Three areas were investigated. First, the impact of the graduate student orientation program on the first-year experience was examined and evaluated. Second, the socialization of the teaching assistants was investigated, including the development of social relationships with peers, how TAs learn the culture of the department, and how TAs learn the role of the TA within the department. Finally the professionalism of the teaching assistants was investigated. This area of the TA experience included their self-efficacy, their confidence, their thoughts about what constitutes a good TA, an examination of their perceived strengths and weaknesses, and a comparison of the TAs' ideas versus those of the faculty and staff. The TAs in this project encountered several difficulties or points of confusion during their first year, due in part to inadequate training or poor communication in the department or with the TAs.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Science education|School administration
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