I. Introduction
A. Graduate teaching assistants
B. Pedagogical content knowledge
II. Methodology
A. Participants
B. Materials
C. Methods
D. Research goal: How well do TAs predict students’ responses to the CSEM after instruction?
III. Results
A. Performance of TAs in identifying students’ alternate conceptions related to the CSEM
B. Results relevant to the research goal
IV. Using a PCK Task as a Pedagogical Tool
V. Discussion and Summary