Graduate TAs as Tutorial Instructors: A Case Study

Details Graduate TAs as Tutorial Instructors: A Case Study Graduate TAs as Tutorial Instructors: A Case Study

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20920916g&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #209.16; Bulletin of the American Astronomical Society,

Astronomy and Astrophysics

Astronomy

Scientific paper

A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction. The study combines data from many sources to create detailed case studies of individual TAs as they develop into experienced tutorial instructors. For example, we may observe an individual TA as he works through a specific tutorial in preparation for his teaching that week; serves as a tutorial instructor, perhaps multiple times in the course of one week; reflects on his teaching experience in a weekly teaching seminar; gives feedback to the course professor in the following week's course preparation session; and responds to a course evaluator who inquires about his impressions of the course's success and his own plans for future teaching. We will outline one such case study, illustrating some issues that individual TAs face in tutorial teaching and the processes by which their beliefs and practices are changed or reinforced.

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