id: 06679011
dt: a
an:
au: Lai, Yvonne; Smith, Wendy M.; Wakefield, Nathan P.; Miller, Erica R.; Goar,
Julia St.; Groothuis, Corbin M.; Wells, Kelsey M.
ti: Characterizing mathematics graduate student teaching assistantsâ€™
opportunities to learn from teaching.
so: Dewar, Jacqueline (ed.) et al., Mathematics education. A spectrum of work
in mathematical sciences departments. Cham: Springer (ISBN
978-3-319-44949-4/hbk; 978-3-319-44950-0/ebook). Association for Women
in Mathematics Series 7, 73-88 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C30 C70
ut: post-secondary professional development; mathematics teacher growth;
reflective practitioner; graduate teaching assistants; TA development
ci:
li: doi:10.1007/978-3-319-44950-0_6
ab: Summary: Exemplary models to inform novice instruction and the development
of graduate teaching assistants (TAs) exist. What is missing from the
literature is the process of how graduate students in model
professional development programs make sense of and enact the
experiences offered. A first step to understanding TAsâ€™ learning to
teach is to characterize how and whether they link observations of
student work to hypotheses about student thinking and then connect
those hypotheses to future teaching actions. A reason to be interested
in these connections is that their strength and coherence determine how
well TAs can learn from experiences. We found TAs can connect
observations and future teaching, but that the connections vary in
quality. Our analysis suggests future revisions to TA development
programs, which we discuss in the conclusion.
rv: