Collaborative Research: Research on Integrated STEM Self-Efficacy: A Study of Elementary Preservice Teachers including Noyce Scholars

合作研究：综合 STEM 自我效能感研究：包括诺伊斯学者在内的小学职前教师的研究

• 批准号: 2151057
• 负责人: Sarah Haines
• 金额: $ 14.03万
• 依托单位: Towson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151057&HistoricalAwards=false
• 关键词: Collaborative; Research; Integrated; STEM; Self

This project aims to serve the national need of supporting the development and retention of highly effective elementary (K-6) STEM teachers. Elementary teachers are often uncomfortable teaching science, mathematics, and engineering as independent subjects, and STEM integration poses new challenges. Previous research has explored links between confidence (or self-efficacy), teacher effectiveness, and teacher retention, but self-efficacy for teaching integrated STEM (iSTEM) is largely unexplored. This project will include approximately 700 teachers who experienced ten different teacher preparation programs. It aims to identify programmatic features that support early career elementary teachers’ self-efficacy in teaching integrated STEM within high-need school districts. It will examine relationships among self-efficacy, iSTEM teaching effectiveness, and teacher retention. The findings that result from this project have the potential to inform the design of teacher education programs and may contribute to the development of more highly qualified elementary STEM teachers.This project at Southern Methodist University, University of Nebraska - Lincoln, Towson University, and Indiana University Southeast includes partnerships with the University of Massachusetts - Boston, Sacred Heart University, Alcorn State University, Bridgewater State University, Montclair State University, and University of Rhode Island. Project goals include to: (1) track changes in prospective elementary teachers’ integrated STEM teaching self-efficacy as they shift from teacher preparation programs to teaching positions; (2) identify and describe key elements of teacher education that support the development of integrated STEM teaching self-efficacy among early-career teachers; (3) identify the relationships among integrated STEM teaching self-efficacy, teaching effectiveness, and teacher retention; and (4) build and support a community of elementary teachers focused on improving their STEM teaching. Grounded in self-efficacy theory, this project will use a sequential explanatory mixed methods design and include undergraduates, Master’s students, and current teachers who are within their first five years of teaching. The project’s longitudinal design, innovative focus on integrated STEM teaching self-efficacy and effectiveness, and investigation of links between integrated STEM teaching self-efficacy and teacher retention reflect its intellectual merit. Research findings will be published in research and practitioner journals and shared widely at international conferences to impact researchers, administrators, and educators beyond the immediate scope of this project. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在满足国家支持培养和保留高效小学 (K-6) STEM 教师的需求。小学教师通常不愿意将科学、数学和工程作为独立学科进行教学，而 STEM 整合带来了新的挑战。研究探索了信心（或自我效能）、教师效能和教师保留率之间的联系，但综合 STEM (iSTEM) 教学的自我效能在很大程度上尚未得到探索。该项目将包括大约 700 名经历过 10 个不同教师准备项目的教师。它该项目旨在确定支持早期职业小学教师在高需求学区教授综合 STEM 自我效能的计划特征。该项目将研究自我效能、iSTEM 教学有效性和教师保留率之间的关系。有潜力为教师教育项目的设计提供信息，并可能有助于培养更多高素质的小学 STEM 教师。南卫理公会大学、内布拉斯加大学林肯分校、陶森大学和印第安纳大学东南分校的该项目包括与该大学的合作伙伴关系马萨诸塞州 - 波士顿,圣心大学、奥尔康州立大学、布里奇沃特州立大学、蒙特克莱尔州立大学和罗德岛大学 项目目标包括：(1) 跟踪未来小学教师从教师准备课程转向时综合 STEM 教学自我效能的变化。教学职位；(2) 确定并描述支持早期职业教师发展综合 STEM 教学自我效能感的教师教育关键要素；(3) 确定综合 STEM 教学自我效能感、教学效果和教学效果之间的关系；保留教师； (4) 建立和支持一个专注于改善 STEM 教学的小学教师社区。该项目以自我效能理论为基础，将采用顺序解释性混合方法设计，包括本科生、硕士生和现任教师。该项目的纵向设计、对综合 STEM 教学自我效能和有效性的创新关注，以及对综合 STEM 教学自我效能和教师保留之间联系的调查反映了其学术价值。实践者期刊上并在国际会议上广泛分享，以影响本项目直接范围之外的研究人员、管理人员和教育工作者。此轨道 4：诺伊斯研究项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 提供支持。诺伊斯计划支持有才华的 STEM 本科生。该项目还支持针对高需求学区 K-12 STEM 教师有效性和保留率的研究。高需求学区。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。