STEM graduate teaching assistants’ psychological needs for teaching: a scoping review of literature

Abstract STEM graduate teaching assistants (GTAs) are responsible for teaching many undergraduate students. Yet, graduate teaching assistants typically receive limited formal pedagogical preparation. The reasons for this lack of professional development are sometimes external to the GTAs themselves (e.g., time or monetary cost to participate, few training opportunities offered by departmental leaders) and sometimes internal to the GTAs (e.g., their intrinsic desires or motivations to participate