PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Graduate Student Instructors’ Growth as Teachers: A Review of the Literature
Page: 185
In recent years, providing teaching professional development for graduate student instructors has become more common in mathematics departments in the US. Following this trend, mathematics education researchers have begun to conduct studies on professional development programs and on graduate students as future mathematics faculty. The purpose of this literature review is to examine the current status of research in this field and make recommendations for future research on graduate student instructors and professional development. In examining the literature, we found that there are few studies that have researched graduate student instructors’ growth as teachers. However, those studies that do address growth attend to it in three ways: by examining growth over time, by taking a stance on what constitutes desirable growth, and by using models or theories of growth.