Transforming the preparation of physics graduate teaching assistants: Curriculum development
Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of the...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Physical Society
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/6026b1e90f5f4e76922d86d71da95ae8 |
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| Sumario: | Graduate teaching assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P framework we developed (pedagogy, physics, professional development), the course has evolved into a robust and comprehensive professional development program that is well received by physics graduate students. |
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