Title:

Exploring Graduate Teaching Assistants’ Teaching Practices in a Purposefully Designed Active Learning Environment

This study explores the instructional practices of four graduate teaching assistants (GTAs) – Ursula, Ava, Phoenix, and Cole – in an active learning Calculus I course. Each GTA's unique pedagogical background is discussed in relation to their teaching methods and their students' classroom actions. Ursula, a seasoned high school math teacher, brings a wealth of experience in active teaching, while Ava, having encountered active learning as a student, reflects on her positive experiences. Phoenix, a novice GTA, emphasizes group work and individual student exploration, while Cole, with limited teaching and active learning experience, promotes student independent work. The contrasting approaches of these GTAs within the same purposefully designed active learning environment provides valuable insight into the connection between precious educational experiences and teaching practice, especially with respect to student engagement in a Calculus classroom.

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