PEER: Professional Development Experiences for Education Researchers
PEER: Professional Development Experiences for Education Researchers
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PEER：教育研究人员的专业发展经验
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Mary Bridget Kustusch
中科院分区：
文献类型：
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作者：
Scott V. Franklin;Eleanor C. Sayre;Mary Bridget Kustusch
为了帮助培养下一代STEM教育研究人员，我们开发并实施了一个由两部分组成的专业发展模式，将密集的面对面研讨会与长期远程活动相结合。参与者包括新兴的研究人员在所有职业阶段，包括本科生，研究生，博士后研究人员，初级教师，以及更高级的教师考虑在研究重点的变化。在本文中，我们概述了两个版本的模型：一个分布式研讨会，与会者从世界各地聚集了两个星期的人，然后分散正在进行的远程会议;和一个区域研讨会，在那里我们促进教育研究的参与者谁住在彼此附近。在这两个版本中，新兴和成熟的教育研究人员密切合作，开发研究问题，学习适当的分析技术，并在可能的情况下，探索数据。讲习班吸引了来自各种STEM教育研究社区的参与者，并在多个国家举办，包括卢旺达、德国、墨西哥和美国。在本文中，我们奠定了专业发展的模型，描述了我们所探索的不同背景，并讨论了不同的表现形式的各种结果。
To help foster the next generation of STEM education researchers, we have developed and conducted a two-part professional development model that combines intensive in-person workshops with long-term remote activities. Participants include emerging researchers at all career stages, including undergraduates, graduate students, postdoctoral researchers, junior faculty, and more senior faculty considering a change in research focus. In this paper, we outline two versions of the model: a distributed workshop where participants gather from all over the world for two weeks in-person, then disperse for ongoing remote meetings; and a regional workshop, where we facilitate education research among participants who live near each other. In both versions, emerging and established education researchers work closely together to develop research questions, learn appropriate analytic techniques, and, when possible, explore data. Workshops attract participants from a variety of STEM education research communities and have taken place in multiple countries, including Rwanda, Germany, Mexico and the United States. In this paper, we lay out the model for professional development, describe the different contexts we have explored, and discuss various results from the different manifestations.