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Abstract Title: Applying a Framework for Characterizing Physics Teaching Assistants' Beliefs and Practices
Abstract: Teaching Assistants (TAs) play an important role in supporting research-based instructional environments, yet the connection between TAs' pedagogical beliefs and instructional practices is not well understood. We build upon a broad foundation of research on the nature of pedagogical content knowledge to develop an analytic framework for characterizing how physics TAs both describe and enact their roles as teachers. In a previous work (PERC 2011), we outlined a framework for TA pedagogical beliefs and highlighted examples of emergent differences between TAs along one particular dimension, agency. In this paper, we extend this framework to include TAs' instructional goals, and their methods & purpose of assessment. Using examples drawn from several semesters of interviews and classroom videotape, we apply this framework and describe instances of both strong and weak coordination between TA beliefs and practices.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Benjamin T. Spike
University of Colorado Boulder
Department of Physics
390 UCB
Boulder, CO 80309-0390
Co-Author(s)
and Co-Presenter(s)
Noah D. Finkelstein, University of Colorado Boulder