Mathematics Graduate Students’ Teacher Identity Development: Examining Roles Within the Teaching Assistant Position

Abstract

The ways that serving as a teaching assistant (TA) influences the teacher identity development of mathematics graduate students is still a largely undertheorized area of postsecondary mathematics education research. Drawing on sociocultural theories and role identity theories, we qualitatively examined how interactions within the mathematics TA position prompted graduate students to take up a multitude of role identities. We found that different interactions uniquely positioned participants to assume roles, such as instructor, supporter, mentor, and learner. Some role identities were only situated within specific interactions, while others were evident across multiple interactions. Teacher identity is a complex, multidimensional construct, and we found that serving as a TA supported the teacher identity development of mathematics graduate students through opportunities to take up a myriad of role identities. Understanding the nuances and complexities of the identities and experiences of mathematics graduate students can equip mathematics departments and higher education institutions to better support their transition to the mathematics professoriate.