RUME 26
2024
Omaha, Nebraska
Tracking Graduate Teaching Assistants’ Responses Through Sustained Professional Development
Page: 1342
There is a strong need to support mathematics graduate teaching assistants in learning how to teach using active learning in ways that are inclusive and equitable. Given research on how active learning can exacerbate classroom inequities, it is crucial that we assist graduate students beyond solely active learning techniques. We report on a multi-year professional development for graduate students, as instituted at one site. We examine: How do MGTAs’ responses about teaching with active learning shift through a year of sustained professional development? We track three MGTAs’ responses over time, for their individual trajectories. Analysis reveals increased sophistication in articulating their thoughts regarding teaching, centering of students, and the cultivation of intellectual need for learning more about and tools regarding issues of diversity, equity, and inclusion in teaching.