Preservice Teachers as Teaching Assistants in a Teaching Methods Course: A Unique Context for Professional Growth

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Preservice Teacher Learning Through Various Collaborative Processes

Abstract

While field experiences provide pre-service teachers (PSTs) with valuable school-based experience, coursework often comprises the majority of teacher education programs. Thus, teacher educators are challenged with creating authentic learning experiences for PSTs within these university-based spaces. This paper uses the unique context of two PSTs in the role of teaching assistants (TAs) in a teaching methods course to explore PST development. Findings suggest that early in the semester, the PSTs felt immense pressure and stress. Yet with continued experience and opportunities to reflect, the PSTs began to more deeply explore their pedagogical approach and see their experience as valuable to their development as future classroom teachers.

Authors

• Limin Jao, McGill University

• Gurpreet Sahmbi, University of Toronto - OISE

• Ying Syuan Huang, McGill University