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Physical Review Special Topics - Physics Education Research
written by Renee Michelle Goertzen, Rachel E. Scherr, and Andrew Elby
As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs), we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call "focusing on indicators," which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs' focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs' beliefs that guide the observed classroom behavior.
Subjects Levels Resource Types
Education Foundations
- Behavior
Education Practices
- Professional Development
- Teacher Preparation
= Research
General Physics
- Physics Education Research
- Graduate/Professional
- Lower Undergraduate
- Reference Material
= Research study
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© 2010 American Physical Society
DOI:
10.1103/PhysRevSTPER.6.010105
NSF Numbers:
0529482
0715567
PACS:
01.40.Fk
Keywords:
Classroom Behavior, Professional Development, Teacher Beliefs, Teacher Preparation, Teaching Practices
Record Creator:
Metadata instance created May 29, 2010 by Lyle Barbato
Record Updated:
January 13, 2011 by Lyle Barbato
Last Update
when Cataloged:
April 7, 2010
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AIP Format
R. Goertzen, R. Scherr, and A. Elby, , Phys. Rev. ST Phys. Educ. Res. 6 (1), 010105 (2010), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.6.010105).
AJP/PRST-PER
R. Goertzen, R. Scherr, and A. Elby, Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning, Phys. Rev. ST Phys. Educ. Res. 6 (1), 010105 (2010), <https://doi.org/10.1103/PhysRevSTPER.6.010105>.
APA Format
Goertzen, R., Scherr, R., & Elby, A. (2010, April 7). Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning. Phys. Rev. ST Phys. Educ. Res., 6(1), 010105. Retrieved March 29, 2024, from https://doi.org/10.1103/PhysRevSTPER.6.010105
Chicago Format
Goertzen, R, R. Scherr, and A. Elby. "Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning." Phys. Rev. ST Phys. Educ. Res. 6, no. 1, (April 7, 2010): 010105, https://doi.org/10.1103/PhysRevSTPER.6.010105 (accessed 29 March 2024).
MLA Format
Goertzen, Renee Michelle, Rachel Scherr, and Andrew Elby. "Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning." Phys. Rev. ST Phys. Educ. Res. 6.1 (2010): 010105. 29 Mar. 2024 <https://doi.org/10.1103/PhysRevSTPER.6.010105>.
BibTeX Export Format
@article{ Author = "Renee Michelle Goertzen and Rachel Scherr and Andrew Elby", Title = {Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {6}, Number = {1}, Pages = {010105}, Month = {April}, Year = {2010} }
Refer Export Format

%A Renee Michelle Goertzen %A Rachel Scherr %A Andrew Elby %T Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 1 %D April 7, 2010 %P 010105 %U https://doi.org/10.1103/PhysRevSTPER.6.010105 %O application/pdf

EndNote Export Format

%0 Journal Article %A Goertzen, Renee Michelle %A Scherr, Rachel %A Elby, Andrew %D April 7, 2010 %T Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning %J Phys. Rev. ST Phys. Educ. Res. %V 6 %N 1 %P 010105 %8 April 7, 2010 %U https://doi.org/10.1103/PhysRevSTPER.6.010105


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