Abstract
A lab teaching assistant professional development program designed using cognitive apprenticeship and expectancy-value theory was successful in moving graduate student teaching assistants to a higher level of teaching effectiveness.
Highlights
At large research universities in the U.S, introductory physics labs are often taught by graduate student teaching assistants (TAs)
In an effort to improve the quality and quantity of TA-student discussions and feedback about physics concepts and lab-related thinking skills, we introduced a series of checkpoints to work that students do in the lab [59]
The third summary is from Ted, a TA with a uniquely low level of buy-in, whose responses help to identify a shortcoming in our professional development program
Summary
At large research universities in the U.S, introductory physics labs are often taught by graduate student teaching assistants (TAs). Prior work has shown that many graduate students may not be ready to effectively lead instruction. One popular approach is to have graduate students enroll in a course that teaches them about physics pedagogy [11,12,13,14,15,16,17]. Prior studies have identified several key elements to effective professional development for graduate student TAs in physics [18]. Two other important considerations are the importance of respecting and supporting TAs’
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