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Physical Review Physics Education Research
written by Tong Wan, Constance M. Doty, Ashley Geraets, Christopher A. Nix, Erin K. H. Saitta, and Jacquelyn J. Chini
In this study, we evaluate the impact of rehearsing teaching skills in a mixed-reality classroom simulator on graduate teaching assistants' (GTAs) instructional practices as well as undergraduate student learning outcomes. The simulator training is intended to provide GTAs opportunities to deliberately practice essential pedagogical skills that support active learning, specifically in the context of the combined tutorial and laboratory sections of an algebra-based introductory physics sequence. Over three semesters, GTAs participated in different numbers of simulator rehearsal sessions: no simulator training, one session, and four sessions. We conducted 109 classroom observations for 23 GTAs, using a modified version of the Laboratory Observation Protocol for Undergraduate STEM (LOPUS); we also documented the frequencies of questioning-related skills (e.g., cold calling) implemented by the GTAs. Undergraduate student learning outcomes were measured by pre- and posttests of the Force Concept Inventory and Conceptual Survey of Electricity and Magnetism. We conducted hierarchical cluster analysis and found three instructional styles: the small-group facilitator, the whole-class facilitator, and the waiter. The results suggest that four-session simulator training throughout a semester supported GTAs (i) to shift away from the style of the waiter toward whole-class facilitator, and (ii) to implement posing questions and cold calling techniques. While new GTAs were found to have more interactive behaviors than experienced GTAs in the semester with no simulator training, we found that four-session simulator training supported both new and experienced GTAs to use more interactive instructional styles and implement questioning-related skills more frequently.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010146
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Classroom Management
- Professional Development
- Teacher Preparation
= Program Assessment
- Technology
Education - Basic Research
- Sample Population
= Instructor: TA
- Teacher Characteristics
= Pedagogical Content Knowledge
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010146
NSF Number:
DUE-1725554
Keywords:
TA professional development, TA training, digital teacher training simulators
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
June 29, 2021
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Record Link
AIP Format
T. Wan, C. Doty, A. Geraets, C. Nix, E. Saitta, and J. Chini, , Phys. Rev. Phys. Educ. Res. 17 (1), 010146 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010146).
AJP/PRST-PER
T. Wan, C. Doty, A. Geraets, C. Nix, E. Saitta, and J. Chini, Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning, Phys. Rev. Phys. Educ. Res. 17 (1), 010146 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010146>.
APA Format
Wan, T., Doty, C., Geraets, A., Nix, C., Saitta, E., & Chini, J. (2021, June 29). Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning. Phys. Rev. Phys. Educ. Res., 17(1), 010146. Retrieved February 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010146
Chicago Format
Wan, T, C. Doty, A. Geraets, C. Nix, E. Saitta, and J. Chini. "Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning." Phys. Rev. Phys. Educ. Res. 17, no. 1, (June 29, 2021): 010146, https://doi.org/10.1103/PhysRevPhysEducRes.17.010146 (accessed 27 February 2024).
MLA Format
Wan, Tong, Constance M. Doty, Ashley Geraets, Christopher A. Nix, Erin K. H. Saitta, and Jacquelyn Chini. "Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010146. 27 Feb. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010146>.
BibTeX Export Format
@article{ Author = "Tong Wan and Constance M. Doty and Ashley Geraets and Christopher A. Nix and Erin K. H. Saitta and Jacquelyn Chini", Title = {Evaluating the impact of a classroom simulator training on graduate teaching assistants’ instructional practices and undergraduate student learning}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010146}, Month = {June}, Year = {2021} }
Refer Export Format

%A Tong Wan %A Constance M. Doty %A Ashley Geraets %A Christopher A. Nix %A Erin K. H. Saitta %A Jacquelyn Chini %T Evaluating the impact of a classroom simulator training on graduate teaching assistants' instructional practices and undergraduate student learning %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D June 29, 2021 %P 010146 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010146 %O application/pdf

EndNote Export Format

%0 Journal Article %A Wan, Tong %A Doty, Constance M. %A Geraets, Ashley %A Nix, Christopher A. %A Saitta, Erin K. H. %A Chini, Jacquelyn %D June 29, 2021 %T Evaluating the impact of a classroom simulator training on graduate teaching assistants' instructional practices and undergraduate student learning %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010146 %8 June 29, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010146


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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