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Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

机译:教育教学助理在课堂上:相似的教学行为是关于教学和学习的多种信念支持

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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 a€?focusing on indicators,a€? 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 TAsa€? focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAsa€? beliefs that guide the observed classroom behavior.
机译:作为长期计划的一部分,为有效的物理研究生教学助理(TAS)的基于研究的专业发展计划,我们首先识别他们目前的课堂习俗以及他们为什么参与这些做法。在本文中,我们确定了一组教学实践,我们称之为€?专注于指标,以€?当TAS使用诸如关键词或图表之类的标志作为学生理解目标理念的证据时发生;这些指标比详细解释更肤浅。我们的主要发现是,虽然这里讨论的三个TAS分享了这种行为所不同的共同行为,信仰和动机变化。我们认为TA专业发展的重点是改变这些TASA€?焦点指示行为不太可能是有效的。相反,响应式TA专业发展需要解决TASA€?指导观察到的课堂行为的信念。

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