What Mathematics Graduate Teaching Assistants Value in a Professional Development Program
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PublisherThe University of Arizona.
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AbstractMany mathematics graduate students will be a teaching assistant at some point in their time at graduate school; however, few of them have any prior teaching experience. Fortunately, many universities offer a professional development (PD) program to help prepare Graduate Teaching Assistants (GTAs) for teaching. Little research has been done on GTA’s perceptions of their PD experience. This study aimed to address this issue by answering the question, “what do GTA’s value in the PD experience?” To answer this question, a survey was sent to all mathematics, applied mathematics, and statistics graduate students at a southwestern university. After the survey, 12 GTAs agreed to be interviewed. Through the survey and interviews, five themes arose in what GTAs value: interactions with peers, interactions with teaching supervisors, collaborative learning spaces, observations of instructors as an undergraduate and graduate student, and support provided through PD. From this study, recommendations are given for PD programs to consider.
Degree ProgramGraduate College