Professional Growth Through Reflection and an Approximation of Practice: Experiences of Preservice Teachers as Teaching Assistants in a Secondary Mathematics Teaching Methods Course

Abstract

In this article, we describe the experiences of two preservice teachers (PSTs) who served as teaching assistants (TAs) in a secondary mathematics teaching methods course. As TAs, the PSTs approximated practice by being independently responsible for a learning environment and leading discussions with groups of students. Although the PSTs felt stress and pressure in their new role, findings suggest that this experience, coupled with opportunities for reflection, contributed to their growth. Given both these findings and the impetus to increase opportunities for authentic learning, we encourage teacher educators to think more broadly about ways of contributing to PSTs’ learning.

Notes

1 In Canada, teacher education programs can take many forms. For example (as is the case for this study), the program may be a 4-year, undergraduate degree (i.e., Bachelor of Education). In other instances, PSTs first complete a different undergraduate degree (e.g., Bachelor of Science) then gain teacher certification through a shorter (often between 1 and 2 years) undergraduate, graduate, or certificate program.

2 This was a 39-hour course consisting of 13 three-hour-long classes. There were 18 students enrolled in the course.

3 The program consists of coursework and in-school practica. Courses include: mathematics content courses, mathematics teaching methods courses, and general education courses (e.g., assessment, educational psychology). PSTs have one practicum per academic year.