Abstract
This article examines the transition process of 14 international teaching assistants (TAs), who teach mathematics courses in U.S. college contexts. In particular, this study documents several major aspects of changes in their teaching, including their curriculum choice and instructional practices over time. This study reveals how the institutional contexts and the TAs' subjective knowledge shaped their teaching as well as prospects for professional development. Findings reveal that their instructional adaptation process reflects their psychological conversion process, which entailed ironic consequences in their final choice of curriculum and instructional practices. Implications for their professional development are discussed from constructivist teaching perspectives.
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