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Before we can develop effective, research-based professional development programs for graduate student physics TAs, we must first identify their current classroom practices and why they engage in these practices. Framing, a theoretical framework developed in sociology and linguistics, provides an analytical toolbox for examining the expectations that guide the actions and attention of individuals while teaching. We use framing to develop fine-grained analyses of two episodes of TAs teaching tutorials. Despite the differences in their behaviors, the two TAs are in a sense both doing the same thing; they organize their interactions with students around “searching for indicators” that the students understand the targeted ideas.
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