Professional Development Combining Cognitive Apprenticeship and Expectancy-Value Theories Improves Lab Teaching Assistants' Instructional Views and Practices

Autor/inn/en	Doucette, Danny; Clark, Russell; Singh, Chandralekha
Titel	Professional Development Combining Cognitive Apprenticeship and Expectancy-Value Theories Improves Lab Teaching Assistants' Instructional Views and Practices
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doucette, Danny) ORCID (Clark, Russell) ORCID (Singh, Chandralekha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Faculty Development; Teaching Assistants; Physics; Science Instruction; Science Laboratories; Models; Expectation; Teaching Methods; Reflection; Role Playing; Program Effectiveness; College Science; Science Teachers; Value Judgment; Self Efficacy; Coaching (Performance); Skill Development; Scientific Principles; Group Discussion; Writing Assignments; Observation; Graduate Students; Student Attitudes; Inquiry + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Expectancy; Erwartung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Werturteil; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Gruppendiskussion; Beobachtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	At universities where introductory physics labs are taught by graduate student teaching assistants (TAs), there is a need for specialized professional development for those TAs. This paper presents a specific instantiation of a model for lab TA professional development that uses a combination of cognitive apprenticeship and expectancy-value theories as its framework. We describe how our model was implemented in the lab TA professional development program, which included reflections, role playing, and other pedagogical activities offered through weekly meetings. Our evaluation included an analysis of TA writing and interactions with students alongside informal observations and interviews. We discuss the importance of accounting for TAs' interest and self-efficacy development in teaching the labs, as well as the challenge of motivating TAs who have very low initial levels of interest in supporting student learning. We find that many TAs in our lab TA professional development program demonstrated an improvement in TA performance in supporting student learning. Given that the professional development activities require only a modest investment of time, these positive results suggest that the model of lab TA professional development may be usefully adopted and adapted at other institutions where introductory labs are led by graduate student TAs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01