Reflecting on Professional Development Opportunities: Links between Conceptions of Mathematics Graduate Teaching Assistants and Their Self-Efficacy

Autor/inn/en	Ghalichi, Narmin; Cervello Rogers, Kimberly; van Staaden, Moira
Titel	Reflecting on Professional Development Opportunities: Links between Conceptions of Mathematics Graduate Teaching Assistants and Their Self-Efficacy
Quelle	In: Journal of the Scholarship of Teaching and Learning, 23 (2023) 2, S.57-75 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Assistants; Self Efficacy; Graduate Students; Mathematics Instruction; Student Attitudes; Summer Programs; College Mathematics; Teaching Methods; Undergraduate Students; Self Concept; Faculty Development; Outcomes of Education; Novices; Lesson Plans; Microteaching; Algebra; Calculus + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs' written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement and stimulation of student learning. Results suggest that GTAs' conceptualization of teaching practice informs changes in self-efficacy along both conceptual dimensions, with efficacy in self-improvement changing more than that of their ability to stimulate student learning. Therefore, the strength of the efficacy changes may be moderated by features of the professional development course. We explore defining features of the professional development course employed in this study, describing implications for the education and development of novice collegiate mathematics instructors, and the potential to optimize change along both conceptual dimensions of self-efficacy. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01