PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Learning to think, talk, and act like an instructor: A framework for novice tertiary instructor teaching preparation programs
Page: 711
In this report I present a framework to characterize novice tertiary instructor teaching preparation programs. This framework was developed through case study analyses of four graduate student teaching assistant professional development (GTA PD) programs at institutions identified as having more successful calculus programs compared to other institutions. The components of the framework are the structure of the program, the departmental and institutional culture and context that the program is situated within, and the types of knowledge and practices emphasized in the program. In this report I characterize one of the programs involved in the development of the framework as an example of how it is used. In addition to characterizing existing programs, this framework can be used to evaluate programs and aid in the development of new novice tertiary instructor teaching preparation programs.