Abstract:This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs’ written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement … Show more
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