This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs’ experiences in implementing specific PD aspects. The PD program took place as the GTAs taught sections of biology and chemistry laboratory courses, each comprising five interdisciplinary experiments. The PD aspects included defining expected learning outcomes, subject-matter knowledge, relevance to real-world and chemistry-biology connections, and other active classroom teaching practices. Data were collected through classroom observations, reflection questionnaires, and individual interviews. Findings indicated that 57% of the PD aspects investigated were implemented in the five interdisciplinary experiments. Results also revealed GTAs’ initial areas of struggle in implementing specific PD aspects. Perceived implementation difficulties were attributed to individual perceptions and beliefs, and contextual factors. Through practice, continuous feedback, and reflections, most GTAs overcame the hurdles and refined their teaching. Findings imply the need to design training PD programs that offer mentoring and support to GTAs and future faculty in implementing teaching innovations. The teaching context and reflection prompts are helpful in identifying areas of difficulties and how to improve.

中文翻译：

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我们没有接受任何培训：专业发展模式对化学和生物学研究生助教的教学实践的影响†

这项研究为期六周的专业发展（PD）计划期间在五个探究性，跨学科的化学生物学实验研究的最佳教学方法的科学研究生助教[GTAS]（3名化学家和生物学家2）的实施，搞PD。此外，我们研究了GTA在实施特定PD方面的经验。PD计划是在GTA教授的生物学和化学实验室课程部分中进行的，每个部分都包含五个跨学科实验。PD方面包括定义预期的学习成果，主题知识，与现实世界和化学生物学联系的相关性以及其他活跃的课堂教学实践。通过课堂观察，反思问卷和个人访谈收集数据。结果表明，在五个跨学科实验中实施了57％的PD方面。结果还显示，GTA在实施特定PD方面的最初努力领域。实施中的困难归因于个人的看法和信念，和情境因素。通过实践，不断的反馈和反思，大多数GTA克服了障碍并完善了他们的教学。发现意味着需要设计培训PD程序，以为GTA和未来的教师实施教学创新提供指导和支持。教学情境和反思提示有助于识别困难领域以及如何改进。