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Abstract Title: TA-PIVOT: A Framework for Examining Physics Teaching Assistants’ Beliefs and Practices
Abstract: Teaching Assistants (TAs) play an important role in supporting research-based instructional environments, yet the connection between TAs' pedagogical beliefs and instructional practices is not well understood. In an effort to address this challenging and complex issue, we present a newly validated and refined framework, TA-PIVOT, for examining how physics TAs conceptualize physics teaching through both how they talk about and how they enact their roles in the classroom. This work builds upon and extends prior efforts to characterize instructors' beliefs and practices by examining both domains in parallel. In this work, we present the complete framework and use it to analyze interview and classroom video data. We also discuss how this framework may be used to examine variation in beliefs and practices, track the development of beliefs over time, and inform TA preparation.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

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