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Location:
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SS 104 |
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Date:
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Tuesday, Aug.2 |
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Time:
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9:00 AM -9:10 AM
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Author:
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Benjamin Spike, University of Colorado - Boulder
303-406-3667, spike@colorado.edu
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Co-Author(s):
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Noah D. Finkelstein
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Abstract:
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We report on the results of a recent effort to modify graduate Teaching Assistant (TA) preparation for the Tutorials in Introductory Physics by focusing instructor attention on potential student difficulties rather than simply the mastery of content. We track shifts in instructor awareness of student difficulties with Tutorials as a result of a simple intervention during TA preparation sessions. We share findings from this semester-long effort, and conclude by discussing broader implications for teacher preparation in both traditional and transformed environments.
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Footnotes:
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None
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