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Abstract Title: Learning Assistant Identity Development: Is One Semester Enough?
Abstract: The physics department at Texas State University has completed five semesters of having 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; we have previously reported trends in increased community involvement and a shift in experienced LAs' concepts of what it means to be competent.  Our interview data now include first-semester LAs, and we see a significant difference in physics identity development between these LAs and those with more experience. LAs near the end of their first semester seem to be experiencing a state of unease with respect to teaching and learning. We explain this discomfort in terms of Piagetian disequilibrium: their conceptions of competence in teaching and learning have been challenged, and they have not yet constructed a new model.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jessica Conn
Texas State University
Co-Author(s)
and Co-Presenter(s)
Eleanor W. Close, Texas State University
Hunter G. Close, Texas State University

Contributed Paper

Contributed Paper: Download the Contributed Paper