Collaborative Research: Advancing Mentor Teachers' Practices through Collaborative Pedagogical Reasoning

协作研究：通过协作教学推理推进导师实践

• 批准号: 2300666
• 负责人: Meghan Shaughnessy
• 金额: $ 99.67万
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300666&HistoricalAwards=false
• 关键词: Collaborative; Research; Advancing; Mentor; Teachers

There is growing momentum to support teachers to engage in responsive mathematics teaching, which is critical to realizing more equitable instruction. In this approach, teachers recognize and attend to the diversity and substance of all students’ ideas and leverage those ideas in instruction. Yet, learning to engage in responsive mathematics teaching is challenging as this work requires interpreting classroom activity in-the-moment and making decisions that are well reasoned and intentional. This decision-making process, known as pedagogical reasoning, is often invisible to observers, making it hard for novices to learn. Teacher education programs typically provide novice teachers with opportunities to work in classrooms, alongside seasoned professionals (mentor teachers), however, the activity of pedagogical reasoning is rarely a focus of such mentoring. Given the importance of mentor teachers for novice teachers’ development of instructional practices and the amount of time novices spend in mentored classroom placements, the project researchers view the mentor-novice teacher relationship as a critical site for intervention. This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers refer to this type of mentoring as collaborative pedagogical reasoning (Co-PR). They will study mentor teachers’ development of Co-PR and its relationship to responsive teaching. They will also consider how different program structures and characteristics influence the development of Co-PR. Findings will produce usable practices for developing teachers’ mentoring strategies across different teacher education programs, which will subsequently support mentor and novice teachers’ learning of responsive mathematics teaching.This project aims to enhance the quality of elementary mathematics teaching by supporting mentor teachers to better prepare the next generation of novice teachers to engage in responsive mathematics teaching. This design-based intervention study is based on several hypotheses about how mentor teachers might play a stronger role in supporting novices to develop these practices in K-8 classrooms. Specifically, the researchers hypothesize that if mentor teachers make their pedagogical reasoning visible to novices through engagement in collaborative pedagogical reasoning (Co-PR), then novice teachers will learn about the invisible decision-making that skilled teachers engage in as they carry out responsive mathematics teaching. Further, they hypothesize that mentor teachers can be supported to engage in Co-PR through the design of learning opportunities that afford joint inquiry with others and are mediated with shared tools, designed to guide both disciplinary and equitable aspects of responsive teaching. Using an inquiry group professional development structure at three strategic sites, the researchers aim to build mentoring tools and structured opportunities that support mentor teachers to make visible the layers of their decision making and to facilitate Co-PR with novices before, during, and after teaching. The project team will study the development of mentor and novice teachers’ Co-PR, exploring growth in their pedagogical reasoning and factors that contribute to this development. They will also investigate how the enactment of Co-PR differs across teacher education types and programs. Findings will contribute to scholarly insights about mentor and novice teacher development and will generate a set of mentoring tools useful to the fields of mathematics education and teacher education. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

支持教师从事响应式数学教学的势头越来越大，这对于实现更公平的说明至关重要。在这种方法中，教师认识并关注所有学生思想的多样性和主题，并在说明中利用这些想法。然而，学习从事响应式数学教学是挑战，因为这项工作需要解释课堂活动，并做出充分共鸣和有意的决策。观察者通常看不见决策过程，称为教学推理，使小说很难学习。教师教育课程通常会为新教师提供在课堂上工作的机会，以及经验丰富的专业人士（导师教师），但是，教学推理的活动很少是这种心理的重点。鉴于精神教师对新手教师的教学实践的发展以及小说在精神课堂安排上花费的时间的重要性，项目研究人员将心理学家的教师关系视为干预的关键网站。该项目利用精神教师的作用来支持小说的教学推理发展​​，并增加他们准备从事响应式数学教学的可能性。在三个不同结构化的教师教育计划中的导师教师将获得专业发展，旨在使他们的教学推理可见，并支持他们与这种教师思维中的小说合作。研究人员将这种类型的心理作用称为协作教学推理（COPR）。他们将研究导师教师对COPR的发展及其与响应式教学的关系。他们还将考虑不同的程序结构和特征如何影响COPR的发展。调查结果将为在不同的教师教育计划中制定教师的心理策略提供可用的实践，该项目旨在通过支持精神教师更好地准备下一代新颖的老师来从事响应式数学教学，从而提高基本数学教学的质量。这项基于设计的干预研究基于一些假设，即精神教师如何在支持小说中在K-8教室中开发这些实践方面发挥更强大的作用。具体而言，研究人员假设，如果导师教师通过参与协作教学推理（COPR）来使小说可见他们的教学推理，那么小说老师将了解熟练的老师在进行响应式数学教学时参与的隐形决策。此外，他们假设可以通过设计机会与他人进行联合查询的学习机会来支持导师教师参与COPR，并与共享工具进行介导，旨在指导响应式教学的纪律和公平方面。研究人员使用询问小组专业发展结构在三个战略网站上，旨在建立指导工具和结构化的机会，以支持导师教师使他们的决策层次可见，并在教学之前，期间和之后用小说促进CoPR。该项目团队将研究导师和新教师的副PR的发展，探讨其教学推理的增长以及有助于这一发展的因素。他们还将调查跨教师教育类型和计划的COPR的颁布如何不同。发现将有助于科学见解有关心理和新颖的教师发展，并将生成一组对数学教育和教师教育领域有用的心理工具。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具来显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。