A growing number of university STEM departments are incorporating active learning practices in their courses in response to evidence of the general effectiveness of such practices. Professional development for instructors new to active learning practices is increasingly important as efforts extend to reach past early adopters to engage a wider range of faculty. In some cases, the professional development is cross-tiered and involves stakeholders, people who have a direct interest in the course, at multiple positions of power in a department including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. We worked with a cohort of mathematics GTAs and their supervising faculty member during a year-long program aimed at increasing the use of active learning in the undergraduate introductory calculus sequence; here, we focus on a calculus I instructor and the five GTAs working with her. We used a worksheet (based on the Real Time Instructor Observation Tool), classroom observations, and interviews to analyze the messages that were intended and received by the GTAs, faculty member, and professional development team. Although our data shows a misalignment of expectations between the professional development team and the supervising faculty member, the GTAs did not perceive a large discrepancy between them. Rather, the GTAs interpreted the messages of both parties to be in the middle of what each intended. The GTAs bought in to the messages they perceived although they believed in and engaged in a larger amount of instructor-centered practice (Explaining) than the professional development team was expecting. Implications for this work include the need for strategies to make cross-tiered professional development more aligned and effective.

中文翻译：

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跨专业发展对GTA的看法：预期和收到的信息

越来越多的大学STEM部门正在将积极的学习实践纳入他们的课程中，以响应这种实践的普遍有效性的证据。随着努力扩展到早期采用者的范围，使更多的教师参与其中，主动学习实践的新手教师的职业发展变得越来越重要。在某些情况下，专业发展是跨层次的，涉及利益相关者，对课程有直接兴趣的人员，包括教职员工和研究生助教（GTA）在内的某个部门的多个职位。在这种情况下，通常假定研究生解释信息并以与教师相同的方式接受培训。然而，很少有研究证实这一过程。在为期一年的计划中，我们与一群数学GTA及其指导老师一起工作，目的是在本科入门级微积分课程中增加主动学习的使用；在这里，我们重点介绍微积分I讲师和与她一起工作的5个GTA。我们使用了一个工作表（基于实时教师观察工具），课堂观察和访谈来分析GTA，教职员工和专业开发团队打算和收到的消息。尽管我们的数据显示专业开发团队与指导教师之间的期望不一致，但GTA并没有感觉到他们之间的巨大差异。相反，GTA将双方的信息解释为处于各自意图的中间。尽管他们相信并参与了以教师为中心的实践（解释性工作），其数量超过了专业开发团队的期望，但GTAs却接受了他们所感知到的信息。这项工作的含义包括需要制定战略，以使跨层次的专业发展更加统一和有效。