Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials

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 learning outcomes. In this study, we observed 11 chemistry GTAs and 11 physics GTAs in a research-intensive institution in the southeastern USA. We observed the...