Research experiences and online professional development increase teachers' preparedness and use of effective STEM pedagogy.
Research experiences and online professional development increase teachers' preparedness and use of effective STEM pedagogy.
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DOI：
10.1152/advan.00158.2020
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发表时间：
2021-06
影响因子：
2.1
通讯作者：
Margaret E Stieben;T. Pressley;M. Matyas
中科院分区：
文献类型：
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作者：
Margaret E Stieben;T. Pressley;M. Matyas
许多国家报告呼吁K-12教师增加他们的内容知识，以学生为中心的学习方法的专业知识，以及与日益多样化的学生群体合作的技能。从历史上看，大多数教师专业发展（PD）没有解决这些多重挑战。我们评估了两个PD模型-教师的研究经验和在线PD-他们对初中和高中教师的理解，准备使用，并实际使用经过验证的STEM教学方法和STEM职业信息的比较影响。这些项目的独特之处在于，它们专注于为教师提供教学“工具包”，以支持教学和评估方法、STEM内容、技术使用以及与不同学生合作的持续变化。研究结果表明，这两个程序模型增加了教师的准备使用和他们的使用频率有针对性的干教学方法。有暑期研究经验的教师获得了额外的好处。
Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models-research experiences for teachers and online PD-for their comparative impacts on middle and high school teachers' understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical "tool kit" that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers' preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.