Designing Developmental Experiences for Graduate Teaching Assistants Using a Holistic Model for Motivationand Identity

• Autores: Rachel L. Kajfez, Holly M. Matusovich, Walter C. Lee
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 3 (Parte A), 2016, págs. 1208-1221
• Idioma: inglés
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• Resumen

  • The first step to strategically improve developmental programs for Graduate Teaching Assistants (GTAs) is to understandGTAs’ motivations for teaching and their identities as teachers. The objective of our work was to propose and evaluate theLongitudinal Model of Motivation and Identity (LMMI) for examining the teaching motivation and teacher identity ofGTAs, specifically in engineering. The proposed model is based on Self-Determination Theory and Possible Selves Theory;both theories are used to holistically understand a GTA’s teaching experience. The LMMI was evaluated through a set ofonline journal entry surveys administered to 65 GTAs teaching in first-year engineering programs. Thirty GTAs providedsurvey responses, and the results of our research provide a baseline understanding of GTAs with regard to motivation andidentity, confirming that the LMMI is appropriate for this context. Specifically, we describe potential implications forGTA development with regard to knowledge of content, sense of responsibility, connectedness to other GTAs, and futurefaculty identity. We conclude that these four items related to motivation and identity are essential in creating appropriatedevelopmental programs for GTAs to ultimately improve teaching within engineering.