Dirhat Mohammed on Muck Rack

Dirhat Mohammed

As seen in: Taylor & Francis Online
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Articles

Exploring the Relationship of Graduate Teaching Assistants’ Teaching Autonomy to Pedagogical Discontentment, Self-Efficacy, and Instructional Practices

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By Alyssa Freeman, Chelsea Rolle, Kadence Riggs, Dirhat Mohammed
| Taylor & Francis Online
More than half of STEM graduate teaching assistants (GTAs) will enter careers with teaching as part of their workload. Yet, opportunities for GTAs to engage in teaching professional development (TPD) programs are limited and are in need of evaluation to determine the impact of instructional-practice-related outcomes for STEM GTAs. Using a pedagogical discontentment framework, we suggest GTAs’ perceived autonomy is a component of GTA’s reactions to education reform efforts.
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