Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.
Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.
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DOI：
10.1371/journal.pone.0114929
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发表时间：
2014
期刊：
影响因子：
3.7
通讯作者：
Meiri KF
中科院分区：
文献类型：
--
作者：
Malanson K;Jacque B;Faux R;Meiri KF
这一小规模的比较案例研究评估了一种创新的教师专业发展方法的影响，旨在促进一种新颖的尖端高中神经障碍课程的实施。“为忠诚而建模”(Model for Fidelity，MFF)的中心是教师和生物医学科学家之间扩展的导师关系，这种关系是以虚拟形式与广泛的在线教育材料相结合的。来自马萨诸塞州和俄亥俄州不同高中的四名教师，在同一位科学导师的指导下，经历了为期6周的神经障碍课程的MFF情景培训，并与在同一导师下经历了密集的面对面专业发展的教师进行了比较。实施的保真度直接使用既定的指标进行衡量，并通过学生的表现间接衡量。结果表明，教师重视MFF，尤其是导师关系，并能够有效地利用这种关系来确保学习目标的关键组成部分得到保留。此外，他们的学生的表现与那些经历了密集的面对面专业发展的老师的学生相同。所有学校的参与者在概念性知识和学习神经障碍的自我效能感方面都表现出了巨大的(科恩的d>2.0)和显著的变化(p<；0.0001)(科恩的d1.5，p<；0.0001)。数据表明，虚拟辅导形式与广泛的在线教育材料相结合，是发展生物医学科学家和教师之间可扩展的、不受地域限制的互动的有效方法，有助于教师实施新颖的尖端课程。
This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. ‘Modeling for Fidelity’ (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (p<0.0001 per-post) changes in conceptual knowledge as well as self-efficacy towards learning about neurological disorders (Cohen's d>1.5, p<0.0001 pre-post). The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.
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