Title
Alignment Of Tas' Beliefs With Practice And Student Perception
Keywords
graduate students; physics education research; teaching assistants
Abstract
Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-Taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.
Publication Date
1-1-2013
Publication Title
AIP Conference Proceedings
Volume
1513
Number of Pages
98-101
Document Type
Article; Proceedings Paper
Personal Identifier
scopus
DOI Link
https://doi.org/10.1063/1.4789661
Copyright Status
Unknown
Socpus ID
85029285658 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85029285658
STARS Citation
Chini, Jacquelyn J. and Al-Rawi, Ahlam, "Alignment Of Tas' Beliefs With Practice And Student Perception" (2013). Scopus Export 2010-2014. 7738.
https://stars.library.ucf.edu/scopus2010/7738