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Abstract Title: Toward an Analytic Framework of Physics Teaching Assistants' Pedagogical Knowledge
Abstract: As research-based instructional strategies become more widespread, increasing attention is being paid to the instructional role of Teaching Assistants (TAs), as well as the impact of the teaching experience on the TA's own pedagogical development. In previous work [1], we began documenting TA beliefs and presented two contrasting case studies of TA beliefs about teaching physics. In this paper, we begin to build a framework that extends the work on beliefs to identify categories of epistemological and pedagogical resources that TAs draw upon when talking about and when engaging in teaching practices. By applying this framework to observations and interviews of TAs from an introductory physics course, we demonstrate emergent differences in how these instructors talk about their own teaching, as well as examples of how these differences appear to be reflected in their framing of the instructional activity. We conclude with implications for teacher preparation and professional development at the graduate level.
[1] B.T. Spike and N.D. Finkelstein, PERC 2010
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Benjamin T. Spike
University of Colorado at Boulder
Department of Physics
390 UCB
Boulder, CO 80309-0390
and Co-Presenter(s)
Noah D. Finkelstein, University of Colorado at Boulder