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Abstract Title: “What is the task?: LA Prep as locus of identity reconciliation?”
Abstract: The Learning Assistant (LA) program structure at TXST is informed by the theory of communities of practice, which describes learning as an ongoing process shaped by participation in overlapping communities. Identity as nexus of multimembership is defined by the work of reconciling forms of membership in different communities. We are interested in how participation in the program influences LAs' identity both as physics students and as physics teachers. Previously we have reported evidence of physics identity development from analysis of interviews with LAs and written reflections. Our data now include video of weekly LA preparation sessions, allowing us to examine the LAs practices in the prep sessions. We find that during these prep sessions LAs engage in a variety of interactions including physics-oriented, teaching-oriented, reflective, and social.  We more closely examine episodes of off-task behavior in the context of communities of practice theory and physics identity formation.

Supported by NSF DUE-1557405, DUE-1431578, and PHY-0808790
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B15

Author/Organizer Information

Primary Contact: Jessica Conn
Texas State University
and Co-Presenter(s)
Shahrzad  Hesaaraki, Texas State University
Ryan J. Zamora, Texas State University
Eleanor W. Close, Texas State University