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Abstract Title: Examining the Beliefs and Practice of Teaching Assistants: Two Case Studies
Abstract: In an effort to study the impact of teaching experience and preparation on the pedagogical beliefs of physics Teaching Assistants (TAs), we investigate the beliefs expressed by TAs following one or more semesters of teaching with the Tutorials in Introductory Physics. The beliefs of TAs mediate the actions they take in working with students, as well as the classroom norms they set for participation in the Tutorial activity. In this work, we build upon existing analytic frameworks to characterize two distinct sets of TA beliefs gathered from pre- and post-semester interviews. We present preliminary indications of coordination between these beliefs and the in-classroom practice of these TAs. We then conclude with implications for training TAs in order to promote more pedagogically sophisticated beliefs at a potentially critical time in their professional development.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Benjamin T. Spike
University of Colorado at Boulder
and Co-Presenter(s)
Noah D. Finkelstein, University of Colorado at Boulder