Researching Science and Mathematics Teacher Learning in Alternative Certification Models

研究替代认证模式中的科学和数学教师学习

• 批准号: 0553929
• 负责人: John Lannin
• 金额: $ 200.68万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0553929&HistoricalAwards=false
• 关键词: Researching; Science; Mathematics; Teacher; Learning

This research is examining science and mathematics teacher learning in the context of an alternative certification program (designed for individuals with baccalaureate degrees in science or mathematics) employing two different models of field-based preparation. In one model pre-service teachers are participating in an eight-week summer session and will become independent full-time teachers with complete responsibility for instruction. In the second model pre-service teachers are participating in the same eight-week summer session followed by a guided yearlong internship under the mentorship of a veteran teacher. In both models interns are continuing to enroll in university courses. To examine teacher learning in these two models the researchers are collecting longitudinal data from 72 participants at five transition points in their programs. Using a data collection cycle that includes lesson planning, observation, stimulated recall and reflection, the researchers are building a rich data set about teacher knowledge. The intellectual merit of the project is derived from the qualifications and commitment of the investigators to advance knowledge concerning teacher learning in different models of alternative certification. The findings are enhancing the science and mathematics education research literature where data on science and mathematics teacher learning in alternative certification programs and in field settings is scarce. The project's broader impact is based on: (1) its potential to inform the research community about science and mathematics teacher learning; (2) its implications for the design and implementation of alternative certification programs; (3) its implications for the design and implementation of field-based internships in science and mathematics teacher preparation; and (4) its potential to impact policymaking concerning teacher certification/licensure. The ultimate beneficiaries of such research on teachers are K-12 students whose learning opportunities in science and mathematics will increase as the quality of the teaching workforce increases.

这项研究是在替代认证计划（专为科学或数学学士学位的个体设计的）背景下研究科学和数学教师学习，采用了两种不同的基于现场的准备模型。 在一个模式中，职前教师参加了为期八周的夏季课程，并将成为独立的全职教师，完全负责教学。 在第二个模型中，职前教师参加了同一个八周的夏季会议，然后在一位资深老师的指导下进行了为期一年的实习。 在这两个模型中，实习生都将继续参加大学课程。 为了检查这两种模型中的教师学习，研究人员正在从计划中的五个过渡点收集72名参与者的纵向数据。 使用包括课程计划，观察，刺激召回和反思的数据收集周期，研究人员正在建立有关教师知识的丰富数据集。 该项目的智力优点源自研究人员的资格和承诺，以提高有关教师学习在不同模型的替代认证模型中的知识。 这些发现正在增强科学和数学教育研究文献，其中替代认证计划中的科学和数学教师学习数据很少。 该项目的更广泛的影响基于：（1）其潜力向研究界提供有关科学和数学教师学习的潜力； （2）其对替代认证计划的设计和实施的影响； （3）它对基于现场的科学和数学教师准备的设计和实施的影响； （4）影响有关教师认证/许可的政策制定的潜力。 此类教师研究的最终受益者是K-12学生，随着教学劳动力的质量的提高，其科学和数学的学习机会将增加。