PERCEPTION OF WORK ENVIRONMENT AND TEACHING PREPAREDNESS AMONGST MATHEMATICS TUTORS

Abstract

Tutors play an important role in providing quality educational experiences for students in an increasingly pedagogically demanding landscape. The comparatively small size of tutorial classes compared to lectures in most subjects often means that tutors are favourably positioned with the opportunity to provide more personalised and collaborative student-centred learning experiences. Mathematics tutors at The University of Queensland were surveyed to determine whether they felt suitably prepared for, and supported in, performing their teaching duties. Generally, tutors were confident in their subject matter knowledge and pedagogical skills but were less certain in their ability to seek out and engage with ongoing professional learning and development. In their perception of work environment, tutors indicated that they would value support in facilitating the smooth delivery of teaching and marking activities, as well as increased inclusion in academic communities through collegial engagement, receiving feedback on their performance, and greater access to opportunities for skill development. Consequently, these results suggest that although tutors feel capable of performing their teaching duties, they may need additional institutional support to achieve their professional goals.