ArticleJournal of microbiology & biology education2016
Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.
Article in Journal of microbiology & biology education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
17 citing papers in PubMed.
- Assessing the Evolving the Culture of Biology program through the lens of the Teacher-Centered Systemic Reform model.Journal of microbiology & biology education · 2026Article
- Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences.Journal of microbiology & biology education · 2025Article
- Creating a family health history interview protocol for use with undergraduate health professional students: A scoping review.Public health in practice (Oxford, England) · 2025Review
- Differences that matter: inquiry-based learning approach to research writing instruction.Scientific reports · 2024Article
- Preparing Teaching Assistants to Facilitate Course-based Undergraduate Research Experiences (CUREs) in the Biological Sciences: A Call to Action.CBE life sciences education · 2023Article
- Exploring STEM Teaching Assistants' Self-Efficacy and Its Relation to Approaches to Teaching.CBE life sciences education · 2023Article
- The Influence of Instructor Behaviors and the Perceived Motivational Climate on Undergraduate Students' Experiences in College STEM Laboratories.CBE life sciences education · 2022Article
- Investigating Instructor Talk among Graduate Teaching Assistants in Undergraduate Biology Laboratory Classrooms.CBE life sciences education · 2022Article
- Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience.PloS one · 2022Article
- Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant.PloS one · 2022Article
- Enthusiastic but Inconsistent: Graduate Teaching Assistants' Perceptions of Their Role in the CURE Classroom.CBE life sciences education · 2021Article
- Does the Match between Gender and Race of Graduate Teaching Assistants and Undergraduates Improve Student Performance in Introductory Biology?CBE life sciences education · 2020Article
- The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants.CBE life sciences education · 2019Article
- Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?CBE life sciences education · 2018Article
- Teaching Assistant Attention and Responsiveness to Student Reasoning in Written Work.CBE life sciences education · 2018Article
- Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.CBE life sciences education · 2017Article
- Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.CBE life sciences education · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.