PERC 2016 Abstract Detail Page
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| Abstract Title: | Development of physics identity in self-concept and practice: analysis of the Learning Assistant experience |
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| Abstract: | The physics department at Texas State University has implemented a Learning Assistant (LA) program 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. Our analytic lens is a blended theoretical framework informed by the physics identity framework developed by Hazari et al., which relies on self-report of experiences and self-perception; and Lave and Wenger's theory of Communities of Practice, which focuses on the ways in which identity is enacted and negotiated. We describe the two theories and build a correspondence between factors in the physics identity framework and community of practice theory. This blended theory is used to analyze video of LA interviews and written artifacts for evidence of shifts in LA identity. |
| Abstract Type: | Symposium Poster |
| Parallel Session: | Methodologies Using Identity Frameworks |
Author/Organizer Information | |
| Primary Contact: |
Eleanor W. Close Texas State University, San Marcos |
| Co-Author(s) and Co-Presenter(s) |
Jessica Conn and Hunter G. Close |
Invited Presentation | |
| Invited Presentation: | Download the Invited Presentation |
