ERIC Number: EJ910664
Record Type: Journal
Publication Date: 2010-Nov
Abstractor: As Provided
Reference Count: 53
Graduate Teaching Assistants' Knowledge Development for Teaching a Novel Physics Curriculum
Seung, Eulsun; Bryan, Lynn A.
Research in Science Education, v40 n5 p675-698 Nov 2010
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences. Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources: non-participant observations, digitally recorded video, semistructured interviews, TAs' written reflections, and researchers' field notes. As TA's progressed through the semester, two experiences emerged as having a significant role in their development of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory physics course as well as other college level science courses.
Descriptors: Research Design, Physics, Teaching Assistants, Novels, Graduate Students, Introductory Courses, Evaluation Methods, Interviews, Video Technology, Teaching Methods, Learning Strategies, College Science
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A