RUME 28
2026
Alexandria, Virginia
Identifying Changes for Student-Centered Instruction in Graduate Student Teacher Professional Development Across Mathematics Departments
Page: 1150
Providers of teaching-focused professional development (TPD) for novice college mathematics instructors (e.g. graduate students) are a critical part of undergraduate education. A challenge remains in capturing and communicating the work done by Providers, including program-level efforts to changes local TPD. Doing so would allow other departments to “scale across” and adapt their own local TPD productively. This preliminary study used a four frames of change model (people, power, symbols, structure) with two dimensions (process and product) to document 10 mathematics TPD program change journeys. Inductive and thematic coding of survey responses and interviews allowed researchers to identify interactions between key change elements. Preliminary findings illustrate certain interactions (e.g. people and power) were more prevalent in successful TPD change efforts than others. The findings provide a means for understanding changes at the appropriate granularity for trans-local use by other departments.