The Development of an Innovative Model for the Preservice Preparation of Elementary Teachers for Enhanced Science, Mathematics, and Technology Teaching

这个为期五年的项目的目的是开发、实地测试、修订、制度化和传播一个基于研究性的模范职前计划，以帮助小学教师为加强科学、数学和技术教学做好准备。由8名科学家和10名科学教育工作者组成的小组将与25名经验丰富的小学教师和4名校长合作，全面调整预备课程中职前教师的课程内容和教学法以及实地经验。这项工作的一个主要目标是协调一系列的经验，以便在环境和认识论基础上有一个一致性，内容和方法课程和学校的课程，这些学生将有广泛的实地经验。​学生们将学习27个学时的数学和科学内容。8小时的教学方法将会分发给学生，这样学生就会参与思考小学科学和数学的教学，因为它与内容课程中所强调的特定科学或数学领域有关。每一门方法课程都将伴随着对学生在大学学习的内容了解的教师的实地经验。该项目将让学生在三年的时间里从事科学和数学的学习，并在学校工作。这项工作的另一个重要方面是，私家侦探和项目工作人员将认真评估干预措施及其组成部分对所有相关人员的影响——职前教师、有经验的教师、科学家、科学教育者，最重要的是，新小学教师的学生在他们教学的早期。该项目认识到许多新教师在最初的一到三年内离开教学。该项目将在第一年为毕业生提供支持，试图将这些新教师联系起来，使更多的人留在教学岗位上。堪萨斯州立大学将承担超过国家科学基金申请金额56%的费用。

The purpose of this five-year project is to develop, field test, revise, institutionalize, and disseminate a model research-based preservice program to prepare elementary teachers for enhanced science, mathematics, and technology teaching. A team of eight scientist and ten science educators will work in conjunction with 25 experienced elementary teachers and four principals to totally restructure the courses in content and pedagogy and the field experiences for preservice teachers in the preparatory program. One major goal of the work is to coordinate the set of experiences so that there is a consistency in the environment and epistomological underpinnings for the content and the methods courses and the classes in the schools where these students will have extensive field experiences. The students will take 27 semester hours of mathematics and science content. Eight hours of methods will be distributed so that the students will be engaged in thinking about teaching elementary school science and mathematics as it relates to the particular science or mathematics area being emphasized in the content courses. Each of the methods courses will have an accompanying field experience with teachers that are knowledgeable about what the students are studying at the university. The program will have students engaged in studying science and mathematics and working in schools over a three year time span. Another important aspect of the work is the careful attention that the P.I. and the project staff will pay to evaluating the impact of the intervention and its component parts on all of those involved--preservice teachers, experienced teachers, scientists, science educators, and, most importantly, the students of the new elementary teachers in their early years of teaching. The project recognizes that many new teachers leave teaching in the first one to three years. This project will provide support for the graduates during the first year in an attempt to network these new teachers in such a way that more of them will stay in teaching. Kansas State University will cost share in excess of 56% of the amount requested from NSF.