Abstract
This article examines the transition process of 14 international teaching assistants (TAs), who teach mathematics courses in U.S. college contexts. In particular, this study documents several major aspects of changes in their teaching, including their curriculum choice and instructional practices over time. This study reveals how the institutional contexts and the TAs' subjective knowledge shaped their teaching as well as prospects for professional development. Findings reveal that their instructional adaptation process reflects their psychological conversion process, which entailed ironic consequences in their final choice of curriculum and instructional practices. Implications for their professional development are discussed from constructivist teaching perspectives.
| Original language | English |
|---|---|
| Pages (from-to) | 245-259 |
| Number of pages | 15 |
| Journal | PRIMUS |
| Volume | 19 |
| Issue number | 3 |
| DOIs | |
| State | Published - May 2009 |
Funding
Jeong-Lim Chae is an Assistant Professor of Mathematics Education in the Department of Mathematics and Statistics at the University of North Carolina at Charlotte. She obtained her Ph.D. from the University of Georgia. She has been involved with two research projects, funded by the National Sciences Foundation, at the University of Georgia and the University of Michigan. Her research interests include students’ conceptual understanding of mathematics at all levels and professional development for teachers focusing on conceptual understanding.
| Funders | Funder number |
|---|---|
| National Sciences Foundation | |
| Georgia College & State University | |
| University of Michigan Hospital |
Keywords
- Constructivist teaching
- Instructional practice
- International teaching assistants
- Professional development
ASJC Scopus subject areas
- General Mathematics
- Education