PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Interaction, activities, & feedback: A taxonomy of GTA professional development
Page: 502
In this report we present a taxonomy of mathematics graduate student teaching assistant (GTA) professional development (PD) programs. This taxonomy is based off of the characterization of GTA PD programs from 120 mathematics departments, and is informed by the framework developed by Ellis (2015) based on case studies of four GTA PD programs. A cluster analysis revealed nine distinct models of GTA PD within the 120 programs. These nine models vary with respect to the amount of interaction the GTAs have through the PD, the amount of activities involved in the PD, and the level of feedback given to GTAs involved with the PD. We present a characterization of one of the nine models using Ellis’s framework.