Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials
Abstract Background Graduate teaching assistants (GTAs) often lead laboratory and tutorial sections in science, technology, engineering, and mathematics (STEM), especially at large, research-intensive universities. GTAs’ performance as instructors can impact student learning experience as well as le...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2020-06-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40594-020-00229-0 |