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2013 Physics Education Research Conference Proceedings
Novice teachers in Seattle Pacific University's (SPU's) Learning Assistant (LA) Program shifted their views of student thinking over the course of two academic quarters. LAs originally valued student ideas as (1) a part of caring for students as whole people and (2) instrumental for diagnosing misunderstandings. As the second quarter of the course proceeded, LAs highlighted the intellectual value of student thinking, treating student ideas as sensible and productive. This paper proposesdoi:10.1119/perc.2013.pr.044 fatcat:qxnkrhcdrjd6hjzhxwvgwttlya