Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case s...

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Bibliographic Details
Published inTeaching in higher education Vol. 23; no. 4; pp. 468 - 487
Main Authors Lampley, Sandra A., Gardner, Grant E., Barlow, Angela T.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 19.05.2018
Taylor & Francis Ltd
Subjects
Biology
Case Studies
College Science
college science teaching
Faculty Development
Graduate Students
graduate teaching assistants
Lesson Plans
lesson study
Observation
Pedagogical Content Knowledge
Pedagogy
professional development
Qualitative Research
Science Instruction
Scientific Concepts
Scientific Principles
Student teaching
Teaching Assistants
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Summary:Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data sources, this study found that lesson study was beneficial for this group of GTAs in that it modified critical aspects of their beliefs about biology instruction. Each participant felt that lesson study helped revise their teaching and changes were seen in some aspects of the participants' Pedagogical Content Knowledge (PCK). Despite this, there was an observed disconnect between participants' vocalized intent and classroom practice. This disconnect could be attributed to the difficulty of implementing new strategies, the short duration of the lesson study, and the instructional inexperience of the participants in the study.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2017.1414786