Exploration of mathematics graduate teaching assistants' teaching philosophies: A case study

Abstract

This multi-case study is an exploration of mathematics graduate teaching assistants' teaching philosophies. It focused on the cases of four purposefully selected beginning mathematics graduate teaching assistants (MGTAs) including two domestic and two international MGTAs. Using qualitative research methods, this dissertation study focused on the beginning and changing teaching philosophies of these MGTAs over a pre-service semester-long teaching assistant preparation program, and the subsequent in-service teaching experience phase. The factors that affected these MGTAs and their teaching philosophies during both phases were also studied. Three written teaching philosophy statements were collected from each participant at different stages of the pre-service preparation program during the fall 2012 semester. Three one-on-one interviews were conducted with each participant in three academic semesters during the in-service phase.

The participants expressed varying opinions about teaching and learning mathematics in their beginning teaching philosophy statements. They described mostly the teaching behaviors of their role model teachers from their undergraduate or high school periods; however. They expanded on these opinions involving their previous teachers in their later teaching philosophy statements during the pre-service preparation phase. As they entered into the in-service phase, some changes were noted in their teaching philosophies. Their teaching philosophies were still strongly influenced by their own experience as students, especially by their role model teachers from the past. Some of the changes noted in their teaching philosophies included incorporating more student-centered instructions, being prepared for the class, desire to have more independence in teaching, and the use of technology. Also, all the participants developed a strong belief that they will improve their teaching based on their own teaching experience, but they saw little importance of the opportunities for professional development. Moreover, they all reported a belief that students should also put enough effort into their learning. Some of the factors that influenced their beginning and evolving teaching philosophies were their past experience as students, especially their role model teachers, their current teaching experiences, class observations, and other instructors. Although they said that they learned from the preparation program course, they said that it had little influence in their evolving teaching philosophies.