Matthew Ferrell (North Carolina State University )
Abstract
Background. Statistical or data literacy continues to grow in importance. This kind of literacy is the ability to evaluate claims based on data, such as graphs, statistics, studies, and data driven systems. One avenue for increasing statistical literacy is through the introductory statistics class. However, instruction in these courses often focuses on the procedural aspects of statistical skills and, further, the burden of learning and teaching based on current standards falls many times on graduate teaching assistants (GTAs), who may lack training or necessary content knowledge. Though one solution is to engage in targeted professional development (PD) knowing what problems of practice arise when thinking about implementing new methods is not well understood. Without acknowledging these potential issues, PD may be well intentioned but may fail to create change. This study draws from existing data from reform based PD given to statistics GTAs in order to understand their problems of practice.
Methods. Audio and video data was collected during multiple sessions of PD during GTA instructor meetings focused on reform based teaching such as encouraging student participation and asking better questions. This data was transcribed, and problems of practice were coded based on an instructional framework from Cohen et al. (2003) around issues with students, teachers, the content, and the environment. A qualitative content analysis approach was used.
Findings. Overwhelmingly, the biggest barrier GTAs thought of with implementing new teaching practices were their students, citing things like a lack of interest, lack of engagement, and lack of knowledge. Following this were issues such as not having enough knowledge themselves and having difficulties knowing when to apply different methods. Newer methods not aligning with current content, lack of spaces accommodating group work, and not feeling empowered to make actual changes were also problems of practice.
Implications For Teaching and For Research. Understanding the potential problems of practice GTAs see themselves facing may help us to design better PD experiences. In this case, acknowledging and dealing with concerns over students, giving GTAs more practice and knowing when to apply different methods, and changing the content of classes to allow for more active learning based pedagogical methods would allow for current standards to be better implemented in introductory statistics courses.