The Teaching Practice Community schema captures how the PD was intentionally designed to cultivate a professional learning community among TAs. Rooted in a constructivist view of learning, this schema assumes that teaching is a learnable and improvable practice developed through cycles of reflection, dialogue, and shared experience.

Throughout the PD, activities were designed to embed both individual and collective reflection. Early tasks prompted metacognitive reflection on personal teaching experiences, while later tasks incorporated peer feedback, collaborative discussion, and group sense making. This evolving structure supports both cognitive and social development, helping TAs refine their instructional thinking while fostering a sense of belonging and shared responsibility. Reflection was embedded across diverse formats to sustain engagement and support professional growth, including think-pair-share, written responses, whole-group discussions etc.