SGER--Identifying and Understanding the Effects of SMET Education Undergraduate Reform on K-16 Teachers

本科教育司(DUE)资助了卓越教师培训合作计划(CETP)，以培养更多的数学和科学教师，以满足日益增长的需求；培养更多样化的数学和科学教师；培养更好的小学和中学数学和科学教师。然而，关于这些创新已经或将会对未来教师的教育产生什么影响的研究很少。因此，这项提案寻求资金来审查CETP的一个项目--科学、技术、工程和数学教师教育合作(STEMTEC)--作为一种获得知识的方式，使我们能够确定和更好地理解这样的项目如何影响新的科学教师的发展。我们将特别关注STEMTEC对参加理科课程和职前师范教育计划的本科生以及参与开发和实施STEMTEC活动的K12教师的影响。简而言之，我们试图了解STEMTEC的创新如何以及为什么会导致或未能培养出更多、更多样化的训练有素的K12科学教师队伍。

The Division of Undergraduate Education (DUE) has funded Collaboratives for Excellence in Teacher Preparation (CETP) to prepare more teachers of mathematics and science to fill increasing demand; to produce a more diverse supply of mathematics and science teachers; and to prepare better teachers of mathematics and science at both the elementary and secondary level. However, there is little research on the effects that these innovations have had or would have on the education of prospective teachers. Therefore, this proposal seeks funds to examine one CETP project -- the Science, Technology, Engineering and Mathematics Teacher Education Collaborative (STEMTEC) -- as a way to gain knowledge that would allow us to identify and better understand the ways such a project affects the development of new science teachers. In particular, we will focus on the effects of STEMTEC on undergraduates enrolled in science courses and preservice teacher education programs, and the K12 teachers who have collaborated in the development and implementation of STEMTEC activities. In short, we seek to understand how and why STEMTEC innovations lead to, or fail to produce, a larger number and more diverse body of better prepared K12 science teachers.