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Transforming Laboratory Teaching Assistants as Teaching Leaders

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Title: Transforming Laboratory Teaching Assistants as Teaching Leaders
Language: English
Authors: Flaherty, A. A. (ORCID 0000-0002-0609-4568), Overton, T. L. (ORCID 0000-0001-5141-6194)
Source: Higher Education Research and Development. 2018 37(7):1380-1394.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teaching Assistants, Transformational Leadership, Faculty Development, Teaching Methods, Teacher Effectiveness, Science Education, Science Laboratories, Inquiry, Personal Narratives
DOI: 10.1080/07294360.2018.1484707
ISSN: 0729-4360
Abstract: Teaching assistants (TAs) are crucial components of laboratory teaching and learning processes and much research has been devoted to developing their teaching capabilities. However, much of this research has involved transmitting information about what good teaching is to TAs. This research study sought to employ an alternative way of catalysing laboratory TAs in their teaching roles. The Transforming Laboratory Leadership, Learning and Teaching programme (TLLLT) aimed to place emphasis on the development of TAs as leaders in line with the construct of transformational teaching. Here, a narrative inquiry approach was used to generate a space for TAs to reflect and discuss how their experiences, perceived capabilities, self-efficacy beliefs and attitudes towards teaching could implicate and inform their adoption of transformational teaching methods. Twenty-seven TAs with diverse levels of teaching experience participated in the TLLLT programme. Records of brainstorm discussions during the TLLLT programme provided the narrative to analyse how TAs envisioned their development as transformational teachers. Focus group interviews explored how TAs perceived their participation in the TLLLT programme to have influenced the learning environment in the laboratory. The findings of this research support TA teacher development to nurture TAs' development as leaders towards catalysing them in their teaching roles.
Abstractor: As Provided
Number of References: 51
Entry Date: 2018
Accession Number: EJ1194471
Database: ERIC
FullText Text:
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  Data: Transforming Laboratory Teaching Assistants as Teaching Leaders
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  Data: <searchLink fieldCode="AR" term="%22Flaherty%2C+A%2E+A%2E%22">Flaherty, A. A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0609-4568">0000-0002-0609-4568</externalLink>)<br /><searchLink fieldCode="AR" term="%22Overton%2C+T%2E+L%2E%22">Overton, T. L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5141-6194">0000-0001-5141-6194</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Assistants%22">Teaching Assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink>
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  Data: Teaching assistants (TAs) are crucial components of laboratory teaching and learning processes and much research has been devoted to developing their teaching capabilities. However, much of this research has involved transmitting information about what good teaching is to TAs. This research study sought to employ an alternative way of catalysing laboratory TAs in their teaching roles. The Transforming Laboratory Leadership, Learning and Teaching programme (TLLLT) aimed to place emphasis on the development of TAs as leaders in line with the construct of transformational teaching. Here, a narrative inquiry approach was used to generate a space for TAs to reflect and discuss how their experiences, perceived capabilities, self-efficacy beliefs and attitudes towards teaching could implicate and inform their adoption of transformational teaching methods. Twenty-seven TAs with diverse levels of teaching experience participated in the TLLLT programme. Records of brainstorm discussions during the TLLLT programme provided the narrative to analyse how TAs envisioned their development as transformational teachers. Focus group interviews explored how TAs perceived their participation in the TLLLT programme to have influenced the learning environment in the laboratory. The findings of this research support TA teacher development to nurture TAs' development as leaders towards catalysing them in their teaching roles.
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