There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the whole-class teaching sessions within which students had the opportunity to reflect on and orientate towards experimental work. Whole-class teaching sessions of four physics laboratory teaching assistants were carefully explored to determine how student-centredness was apparent during these sessions. Particular attention was given to the interactions and communication between teacher assistants and students. The results revealed different ways in which student-centredness can be facilitated in physics laboratory settings through communication, including dialogic elements. These elements consisted of eliciting students' ideas and explicitly linking their experiences to the discussions. Teacher assistants with a pedagogical background implemented dialogic communicative approaches when orchestrating instructional dialogue and linking different activities. Implications for teacher assistant training are discussed.

人们呼吁在高等教育中采取更具互动性和以学生为中心的教学法。这也涉及到物理实验室工作，学生的调查往往是封闭式任务的被动重复，几乎没有助教的指导。为了解决这一差距，设计了实验室课程，以增强学生的积极参与以及学生与助教之间的互动。该课程的一个重要部分是全班教学课程，学生有机会反思并面向实验工作。我们仔细探索了四名物理实验室助教的全班教学课程，以确定在这些课程中以学生为中心的明显程度。特别关注助教和学生之间的互动和沟通。结果揭示了在物理实验室环境中通过交流（包括对话元素）促进以学生为中心的不同方式。这些要素包括激发学生的想法并将他们的经验与讨论明确联系起来。具有教学背景的助教在安排教学对话和链接不同活动时采用对话交流方法。讨论了对教师助理培训的影响。