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.

中文翻译：

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结合了学徒制和期望值理论的专业发展改善了实验室助教的教学观点和实践

在由研究生教学助理（TA）教授入门物理实验室的大学中，需要针对这些TA进行专门的专业发展。本文提出了一种将实验室学徒和期望值理论相结合的实验室TA专业发展模型的具体实例。我们描述了如何在实验室TA专业发展计划中实施我们的模型，其中包括反思，角色扮演以及通过每周会议提供的其他教学活动。我们的评估包括对TA写作和与学生互动以及非正式观察和访谈的分析。我们讨论了在教学实验室中考虑助教的兴趣和自我效能发展的重要性，以及激励那些最初兴趣很低的助教在支持学生学习方面的挑战。我们发现，我们实验室的TA专业发展计划中的许多TA在支持学生学习方面显示出TA性能的提高。鉴于专业发展活动仅需要少量的时间投入，这些积极的结果表明，实验室TA专业发展模式可以在其他由研究生TA领导的入门实验室的机构中有用地采用和改编。