Graduate Teaching Assistants (GTAs) leading inquiry-based instruction can benefit from training targeted towards facilitating inquiry-based activities. Practice-based training has been particularly effective in K-12 teacher preparation and is a promising area of research for GTA training in higher education. In this study we observe the impact of a set of scaffolded rehearsals in a mixed-reality teaching simulator on a cohort of GTAs teaching a guided-inquiry general chemistry lab. The GTAs participated in four simulator modules designed to prompt them to practice cold calling & error framing, stretch-it questioning, and facilitating productive groupwork. The final session required them to integrate all the skills in the same lesson. In each rehearsal, GTAs practiced implementing the evidence-based teaching skill in the simulated classroom for two seven-minute sessions with a short feedback debrief and reflection in between. Data describing GTA discourse in the simulator will be provided as well as reflections expressed by GTAs during their debrief session. Implications for this research could lead to expanding the types of training opportunities we provide teaching assistants and faculty who facilitate active learning.

Scaffolding practice-based training for graduate teaching assistants who facilitate inquiry-based general chemistry labs

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.