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This article examines the teaching environment and training program experienced by chemistry graduate teaching assistants (GTAs) at a large research–doctoral university through interviews and observations of the GTAs. Details of the chemistry training program and GTA evaluations of the training are discussed. The teaching styles of the introductory laboratory GTAs are discussed, particularly in light of inquiry-based instruction currently being introduced into undergraduate laboratory classes. The findings from this study suggest directions for chemistry GTA training programs. Specifically, training programs must meet the needs of chemistry GTAs, assisting them with instruction and assessment. In addition, chemistry GTAs need specific training to successfully implement reform-based instruction, such as scientific inquiry-based instruction, in their laboratory classes.
Kurdziel et al. (Wed,) studied this question.