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Abstract Title: Graduate Teaching Assistants’ Perspectives on Leading Student-centered Classes in Physics and Chemistry
Abstract: Graduate teaching assistants (GTAs), who have varied teaching experience and pedagogical knowledge, are often given leadership of student-centered STEM labs and discussion sessions. A recent conceptual framework for GTA professional development research highlights how the role of GTAs' individual characteristics should influence the design of professional development and will moderate its impact on the GTAs. As part of a larger project to develop scenarios that allow GTAs to practice student-centered teaching skills, we began by investigating GTAs' experiences in these environments. In this study, we interviewed physics GTAs who had led student-centered "mini-studios" and chemistry GTAs who had led guided inquiry-based labs about their perceptions of the expectations for leading such courses, perceptions of the teaching skills required, and ideas about the skills they wished to further develop. We report on common themes and how this knowledge can influence the design of GTA professional development.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A20

Author/Organizer Information

Primary Contact: Constance M. Doty
University of Central Florida, Department of Physics
4111 Libra Drive
Orlando, FL 32816
Co-Author(s)
and Co-Presenter(s)
Erin K. H. Saitta, University of Central Florida, Department of Chemistry
Jacquelyn J. Chini, University of Central Florida, Department of Physics