GTA-ID: Development of Teacher and Professional Identity Among Mathematics GTAs
Graduate students in mathematics balance coursework, teaching, and research as they carry out their studies. Their view of the profession, and of their role in the professional community, is heavily influence by their graduate experiences [1,2].
For those who continue into academic positions, the role of `teacher' within their larger professional identity has a profound impact on how they approach instruction throughout their careers [3,4]. Models of professional identity development for other careers [e.g. 5]
may not account for the often conflicting messages graduate students receive about the roles of teaching and research [6, 7].
In the GTA-ID project, we are building on the results of a multiple case study [7] to develop a model for teacher and professional identity development among mathematics graduate students.
Project team members: Eliza Gallagher, Tony Nguyen, Aubrie Pfirman, Staci Johnson, Paran Norton
Ann E. Austin. Preparing the next generation of faculty: Graduate school as
Carol Colbeck. Professional identity development theory and doctoral education. New
Irene Biza, Barbara Jaworski, and Kirsti Hemmi. Communities in university
Leone Burton. The practices of mathematicians: What do they tell us about coming to
Matthew Ronfeldt and Pam Grossman. Becoming a professional: experimenting with
Rachel Kajfez and Lisa McNair. Graduate student identity: A balancing act between
Gallagher, E., On Becoming a Graduate Student Teacher of Mathematics, Clemson University (Clemson, SC), ProQuest Dissertations Publishing (2016). 10151980.
The views expressed on this page are those of the author, and do not necessarily reflect the views of Clemson University or any of the Departments with which the author is affiliated.