Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.

ABSTRACT: Many universities in the United States rely heavily on graduate teaching assistants (GTAs), especially for instruction in introductory courses and laboratory sections in science, technology, engineering, and mathematics (STEM) courses. Yet, little is known about how to support these unique instructors' teaching professional development (TPD). Prior research in K-12 contexts has proposed that when instructors with high self-efficacy experience pedagogical discontentment, this may motivate them to change their instructional practices or engagement in TPD programs. In contrast, instructors with low self-efficacy may engage in avoidance behaviors related to instructional change even when experiencing pedagogical discontentment. This research explored the role autonomy (control over what and ho

SUBMITTER: Freeman AS 

PROVIDER: S-EPMC12687625 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature