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Abstract Title: Learning Assistants' Development of Physics (Teacher) Identity
Abstract: The physics department at Texas State University-San Marcos is developing a Learning Assistant (LA) program with reform-based instructional changes in our introductory course sequences. We are interested in how participation in the LA program influences LAs' identity both as physics students and as physics teachers; in particular, how being part of the LA community changes participants' self-concepts and their day-to-day practice. We analyze both written artifacts and video data; our analysis of self-concepts is informed by the identity framework developed by Hazari et al. [1] and our analysis of practice is informed by Lave and Wenger's theory of Communities of Practice [2, 3]. Preliminary experience suggests that engagement in the collaborative physics education community elements of the LA program blurs the distinction between learner and teacher practice and increases LAs' engagement in negotiation of meaning in both contexts.

Work partially supported by NSF grant DUE-1240036
[1] Hazari et al., JRST 47(8), 2010.
[2] Lave, J., & Wenger, E., 1991.
[3] Wenger, E., 1998.
Abstract Type: Symposium Poster
Targeted Session: Identity Development in Physics

Author/Organizer Information

Primary Contact: Eleanor Close
Texas State University-San Marcos
601 University Dr.
San Marcos, TX 78666
and Co-Presenter(s)
Jessica Conn, Texas State University-San Marcos
Hunter G. Close, Texas State University-San Marcos

Contributed Poster

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