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ERIC Number: EJ894482
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1554-9178
Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs about Teaching and Learning
Goertzen, Renee Michelle; Scherr, Rachel E.; Elby, Andrew
Physical Review Special Topics - Physics Education Research, v6 n1 p010105-1--010105-17 Jan-Jun 2010
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. (Contains 5 figures, 1 video, and 1 footnote.) [A 50-item list of references and notes is provided.]
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland