In each WALS newsletter we will focus on the research of one member of the PhD students/early career researchers’ network, and in this newsletter we learn about the work of: Nicole A. Suarez of the University of California San Diego and San Diego State University
 My dissertation work leverages the Lesson Study (LS) model as a professional development opportunity for graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM). In the USA, STEM GTAs carry a great number of responsibilities in undergraduate instruction, however, the existing training that GTAs receive often overlook important facets of teacher knowledge like teacher beliefs and learning theories. While there is great emphasis on classroom management and teaching policy, there are minimal opportunities to discuss and refine their teaching practice. Additionally, graduate students in STEM often have to navigate the unspoken tensions between research and teaching, which often leaves them feeling isolated and unsupported in their roles as GTAs.
In March, I will be facilitating a LS cycle with a team consisting of STEM GTAs and a faculty member. The conjecture driving my study is that LS can serve as an effective model to enhance GTA professional development and skills. More specifically, I aim to identify if and how the elements of LS can:
(a) promote shifts in how GTAs think about teaching and diversity, and
(b) expand who GTAs perceive in their teaching support networks. The LS model centers student thinking and learning which may be a new orientation for GTAs as it has been previously reported that they adhere to a transmission teaching perspective. As LS values the knowledge and experiences of all participants, I hypothesize that through this process, GTAs can view their peers and faculty as trusted supporters and colleagues in teaching. |
