The Impacts of Pre-service Supervised Field Experiences on Elementary Teachers Retention and Effectiveness in Mathematics

职前监督现场经验对小学教师数学保留率和有效性的影响

• 批准号: 2235715
• 负责人: Leigh McLean
• 金额: $ 149.31万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235715&HistoricalAwards=false
• 关键词: Impacts; Pre; service; Supervised; Field

In the pre-service preparation stage, future teachers gain critical skills and knowledge for teaching mathematics. Supervised field experiences, where student teachers apply their skills and knowledge in classrooms under the mentorship of cooperating teachers, have been shown to be particularly important in preparing effective future teachers. However, there is still much to be clarified about how supervised field experiences impact student achievement and important teacher outcomes such as career retention. In this study, the researchers will follow teaching candidates as they transition from the final stages of teacher preparation into the first years of elementary teaching and will investigate the impact of pre-service supervised field experiences on participants’ retention decisions and their students’ mathematics achievement. This work will inform how U.S. pre-service teacher preparation programs can better support pre-service teaching candidates they serve, with a specific focus on the components of supervised field experiences that have the most positive impacts on the outcomes of teachers and students. This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.The research team will follow approximately 1,200 teaching candidates longitudinally from their final year of pre-service preparation through their first two years of teaching. They will connect participants’ experiences in supervised field experiences to students’ mathematics achievement, attendance, and behavior, and teachers’ career retention once in the career. They will further explicate the relations between field experiences and teacher and student outcomes by exploring aspects of teachers’ entry into the profession, including their mathematical knowledge for teaching and self-efficacy, mathematics instructional quality, and well-being. By focusing on both the cognitive and psychological aspects of career preparation and entry, this research will inform the design and refinement of university-based teacher preparation programs with the goal of ensuring that new elementary teachers are not only equipped to provide students with instruction that supports mathematics achievement, but that teachers themselves are equipped to adjust to their careers successfully.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.

在职前准备阶段，未来的教师获得了数学教学的关键技能和知识。在合作老师的心态下，学生老师在课堂上运用他们的技能和知识的监督现场经历在准备有效的未来教师方面尤为重要。但是，关于监督的现场经历如何影响学生成就和重要的教师成果，例如职业保留率，仍然有很多澄清。在这项研究中，研究人员将跟随教学候选人从教师准备的最后阶段过渡到基础教学的第一年，并将调查在职前监督现场经验对参与者保留决策及其学生的数学成就的影响。这项工作将告知美国职前教师准备计划如何更好地支持他们所服务的职前教学候选人，并特别关注监督现场经验的组成部分，这些经验对教师和学生的成果产生了最大的影响。该项目由EHR Core Research（ECR）计划资助，该计划支持为STEM学习和学习环境的基础研究，扩大STEM的参与以及STEM劳动力开发的基础研究的工作。研究团队将遵循大约1,200名教学候选人，从前两年的教学前两年。他们将将参与者在监督现场体验中的经验与学生的数学成就，出勤和行为以及教师职业生涯的职业保留联系起来。他们将通过探索教师进入专业的各个方面，包括他们的数学知识和自我效能，数学教学质量以及福祉，进一步阐明现场经验与教师和学生成果之间的关系。通过专注于职业准备和进入的认知和心理方面，这项研究将为基于大学的教师准备计划的设计和完善，以确保新的基本教师不仅能够为学生提供支持数学成就的指导，还可以为自己的职业生涯提供支持，并以诚实的方式调整了NESF的指导。智力优点和更广泛的影响审查标准。