Developing the Abilities of Teacher Educators to Model Core Teaching Practices for STEM Teacher Candidates

培养教师教育工作者为 STEM 教师候选人塑造核心教学实践的能力

• 批准号: 2236572
• 负责人: Kevin Cunningham
• 金额: $ 29.04万
• 依托单位: Central Michigan University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2236572&HistoricalAwards=false
• 关键词: Developing; Abilities; Teacher; Educators; Model

This project aims to serve the national interest by improving the quality of teaching that teacher candidates experience in STEM. The project aims to ensure new teachers in crucial STEM fields can effectively perform core teaching practices (CTPs)—a relatively small set of specific, instructional skills that research has shown to best support learning for all students. For example, one important CTP is building respectful relationships with students. Research also suggests that, if CTPs are not explicitly modelled in teacher preparation courses, teacher candidates are unlikely to go on to use those teaching methods in their own classrooms. This project proposes to “train the trainers” by developing teacher educators’ skills and understandings regarding CTPs, an approach to teacher education that is unfamiliar to most. In particular, as an essential first step in moving toward CTP-focused instruction, participating teacher educators will effectively model those techniques for novice teachers. The project’s results will be used to refine this process and make it replicable for other institutions, and to inform subsequent work to support teacher educators in teaching and assessing CTPs directly rather than only modelling those methods.This project aims to support teacher educators in transitioning to teacher preparation that focuses on core teaching practices (CTPs). Research indicates that such transitions face many challenges, with experienced teacher educators commonly regarding CTPs as little more than applying new terms to well established training methods. The facilitation of this project will be through a community of practice (CoP) in which STEM teacher educators are guided by and learn with project personnel. While the latter have considerable experience with teaching CTPs to novices, there are invaluable lessons to be learned in assisting fellow teacher educators to do similar work. CTPs particularly relevant to student learning in STEM will be prioritized. Rather than immediately training participants to teach and assess CTPs, however, this project will begin with a crucial and more quickly realized, intermediate goal—the ability to actively model those teaching methods. “Actively modelling” involves more than demonstrating a teaching method; it requires teacher educators to explicitly identify the technique for students and to explain why it is performed in certain ways. Project participants will also examine how those efforts influence their students’ thinking about teaching. Evidence of the project’s impacts will be gathered through artifacts generated by participants in collaboratively planning, practicing, recording, analyzing, and improving their active modelling of CTPs. This will be supplemented by pre/post written reflections by and interviews of teacher educators and teacher candidates. The analysis of this data and reporting of results will be particularly valuable to other teacher education programs that understand the considerable improvements to teacher preparation that can be achieved by supporting teacher educators in transitioning to a focus on CTPs. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过提高教师候选人在 STEM 领域的教学质量来服务国家利益。该项目旨在确保关键 STEM 领域的新教师能够有效地执行核心教学实践 (CTP)——一组相对较小的具体教学实践。研究表明，最能支持所有学生学习的一项重要 CTP 是与学生建立尊重的关系 研究还表明，如果 CTP 没有在教师准备中明确建模，教师候选人就不太可能继续使用这些技能。那些有自己特色的教学方法该项目提出通过培养教师教育工作者的技能和加深对 CTP 的理解来“培训培训师”，这是一种大多数人都不熟悉的教师教育方法，特别是作为以 CTP 为重点的教学的重要第一步。教师教育工作者将为新手教师有效地模拟这些技术，该项目的结果将用于完善这一过程并使其可复制到其他机构，并为后续工作提供支持，以支持教师教育工作者直接教学和评估 CTP，而不仅仅是对这些方法进行建模。 .这个项目研究表明，这种转变面临着许多挑战，经验丰富的教师教育工作者通常认为 CTP 只不过是在完善的培训方法中应用新术语。该项目的实施将通过一个实践社区 (CoP) 进行，其中 STEM 教师教育工作者将受到项目人员的指导并与项目人员一起学习，尽管项目人员在向新手教授 CTP 方面拥有丰富的经验，但在协助其他教师方面仍可学到宝贵的经验教训。教育者然而，与 STEM 学生学习特别相关的类似工作将被优先考虑，而不是立即培训参与者教授和评估 CTP，而是从一个关键且更快速实现的中间目标开始——积极建模这些目标的能力。 “主动建模”不仅仅涉及展示教学方法；它要求教师教育者明确地向学生确定该技术，并解释为什么以某些方式进行该技术，项目参与者还将检查这些努力如何影响学生的思维。关于项目的教学证据。影响将通过参与者在协作计划、实践、记录、分析和改进他们的 CTP 主动建模过程中生成的工件来收集，并通过教师教育者和教师候选人的前/后书面反思和访谈进行补充。这些数据和结果报告对于其他教师教育计划特别有价值，这些计划了解通过支持教育工作者转向 CTP 可以显着改善教师准备。 NSF IUSE：EDU 计划支持研究和开发项目提高效率通过机构和社区转型轨道，该计划支持所有学生的 STEM 教育，支持高等教育机构和学科社区改革和改进 STEM 教育的努力。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。