All aboard! Challenges and successes in professional development for physics lab TAs

TL;DR

This study develops and evaluates a research-based professional development program for physics lab TAs, showing positive impacts on TA perspectives, behaviors, and student attitudes in inquiry-based labs at research universities.

Contribution

It introduces a targeted professional development program for physics lab TAs and provides evidence of its positive effects on TA practices and student engagement.

Findings

TA reflections indicate improved understanding of student learning

Observed TA-student interactions show more inquiry-supportive behaviors

Student attitudes toward experimental science improve with engaged TAs

Abstract

At large research universities in the USA, introductory physics labs are often run by graduate student teaching assistants (TAs). Thus, efforts to reform introductory labs should address the need for effective and relevant TA professional development. We developed and implemented a research-based professional development program that focuses on preparing TAs to effectively support inquiry-based learning in the lab. We identify positive effects by examining three possible ways in which the professional development might have impacted TAs and their work. First, we examine lab TAs' written reflections to understand the effect of the program on TAs' ways of thinking about student learning. Second, we observe and categorize TA-student interactions in the lab in order to investigate whether TA behaviors are changing after the professional development. Third, we examine students' attitudes toward experimental science and present one example case in which students' attitudes improve for those TAs who `buy in' to the professional development. Our results suggest lab TA professional development may have a tangible positive impact on TA performance and student learning.