Graduate Teaching Assistant Experiences in Remote Asynchronous and In-Person Introductory Physics Laboratories

This qualitative case study explored the beliefs, experiences, preparation, and teaching practices of graduate teaching assistants (GTAs) teaching in introductory undergraduate physics laboratories at a research university. These courses were offered in multiple modes of instruction, including traditional in-person, asynchronous remote hands-on, and studio physics. This study builds upon prior research in expectancy-value theory, which posits that individuals’ motivation is shaped by both their expectations of success and the perceived importance of tasks. Study participants included (N=11) GTAs who were enrolled in physics doctoral and master’s programs and a preservice physics teacher preparation program at the master’s level. Qualitative interview data revealed four major themes in their shared experiences, including GTAs’ perspectives and reflections on: (1) training and support, (2) effective pedagogical practices, (3) teaching challenges and tensions, and (4) differentiation of experiences in instructional modes. GTAs reported limited pedagogical training for doctoral students, however, preservice physics teachers had considerable training that facilitated more positive experiences.  GTAs identified effective strategies centered on communication, preparation, and pedagogical methods. These reflections provided practical recommendations and also revealed a shared understanding of the core elements that contributed to successful teaching within the laboratory environment, such as preparation and grading consistency. GTAs in online laboratories had more frequent and positive social interactions with their students. They generally struggled with time management; balancing the demands of research, coursework, and teaching; and academic integrity. Recommendations for improved GTA experiences and student outcomes include clarity in departmental expectations and teaching roles, sustained pedagogical training and support, and consistency in course objectives across instructional modes.