Supporting Graduate Student Instructors in Calculus

Reinholz, Daniel L.; Cox, Murray; Croke, R P

doi:10.20429/ijsotl.2015.090211

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…By contrast, a growing body of evidence suggests that when GTAs have been involved in peer (specifically equal-status) observation or peer review of teaching projects, there are significant benefits to the development of their self-critique and reflective thinking skills (Reinholz, Cox and Croke, 2015;Howlett and Nguyen, 2020). Reinholz's (2017) study of Mathematics GTAs also found that observing and giving feedback to each other encouraged them to feel less isolated in their roles and part of a professional learning community sharing similar worries, concerns and challenges.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…There is recognition of the value of observation experiences for GTA development and recent years have seen a growing focus on them as an area for research and investigation. For example, Reinholz, Cox and Croke (2015) and Reinholz (2017) report findings from projects involving Mathematics GTAs in a peer observation or peer review process. Sozer, Zeybekoglu and Alayli (2019) discuss the benefits emerging for GTAs from observed micro-teaching activities.…”

Section: Introductionmentioning

confidence: 99%

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The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Dobbins

Adams

Bishop

et al. 2021

Compass

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Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Dobbins

Adams

Bishop

et al. 2021

Compass

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show abstract

“…Although changes in instructor teaching practices were not analyzed, prior research showed that working with instructors in the same department in a similar setting resulted in measurable changes in practices (Reinholz, Cox, & Croke, 2015).…”

Section: Objective Observersmentioning

confidence: 99%

Not-so-critical friends: Graduate student instructors and peer feedback

Reinholz

2017

ij-sotl

Self Cite

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Graduate student instructors (henceforth, instructors) Cover Page FootnoteThis paper is an expansion of work previously presented at the Conference for Research in Undergraduate Mathematics Education. The author thanks Karla Childs and Natasha Speer for their thoughtful comments on an earlier version of the manuscript. Graduate student instructors (henceforth, instructors) play a crucial role in teaching early STEM courses. Thus, professional development for these instructors addresses an urgent need to improve STEM student success. This paper focuses on a semester-long professional learning community in which six mathematics graduate student instructors engaged in regular cycles of peer observation, feedback, and reflection. In contrast to other professional development work, this approach emphasized that instructors give, not just receive, peer feedback. Analyses of post-semester interviews indicated that all instructors enhanced their noticing of students. The interviews also highlighted the challenges of providing critical, supportive feedback. Not-so-critical friends: Graduate student instructors and peer feedback

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Developing mathematical practices through reflection cycles

Reinholz

2016

Math Ed Res J

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Supporting Graduate Student Instructors in Calculus

Cited by 4 publications

References 16 publications

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Not-so-critical friends: Graduate student instructors and peer feedback

Developing mathematical practices through reflection cycles

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