Abstract:In this conversation essay, the authors incorporate teaching assistants (TAs) into pedagogical theorizing through what they call the teaching triad, an analytic heuristic to understand faculty-TA-undergraduate interactions. TAs are graduate students who are tasked with running discussion sections, smaller settings where undergraduates interact more directly with the material and one another. Yet, faculty pedagogies enable or constrain the work of TAs and shape classroom climates. We discuss three types of facu… Show more
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