Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) in Science Education

越来越多的国家关注的作用，教师教育计划在满足教师的整个职业生涯不断变化的需求发挥。 IMPPACT项目是一个多所大学的合作研究，旨在调查科学教师教育计划对中学科学教师及其学生在教师专业连续体的关键发展阶段的纵向影响。 本项目的目标是研究科学教师群体在其职业生涯的四个关键点上的正式和非正式学习经历：1）进入科学教师教育阶段; 2）在科学教师教育项目的候选阶段，包括相关的实地经验; 3）在作为新科学教师的早期入门阶段（1 - 4岁）;和4）在科学教学的后入门阶段（5年以上）。 三个主要的研究型大学（锡拉丘兹大学，爱荷华州和北卡罗来纳州州立大学大学的大学）正在合作，实证调查的作用，科学教师准备帮助招聘，准备和支持7 - 12年级的科学教师。 这项研究产生了关于个人如何在整个学习计划和职业生涯中发展科学教学和内容知识的信息，以及他们的需求如何演变。 这项研究正在确定科学教师的信念和实践之间的联系，随着时间的推移，以及他们如何影响学生的成绩在7 - 12年级的科学教室。 研究结果预计将直接影响如何创建示范性的，以证据为基础的科学教师教育计划，以更好地支持科学教师的发展和学生的学习在整个教师连续体。

Increasing national attention has been placed on the role that teacher education programs play in addressing the changing needs of teachers throughout their professional lives. The IMPPACT Project is a multi-university, collaborative research study targeted at investigating the longitudinal impact of science teacher education programs on middle and secondary science teachers and their students across critical developmental stages of the teacher professional continuum. The goal of the project is to study the formal and informal learning experiences of cohorts of science teachers at four critical points in their professional careers: 1) upon entry into science teacher education; 2) during the candidacy stage of science teacher education programs including the associated field experiences; 3) during the early induction years as a new science teacher (years 1-4); and 4) during the post-induction stage of science teaching (years 5+). Three major research universities (Syracuse University, the University of Iowa and North Carolina State University) are collaborating to empirically investigate the role that science teacher preparation plays in helping recruit, prepare and support 7-12 grade science teachers. The research generates information on how individuals develop pedagogical and content knowledge in science throughout their preservice program and professional careers, and how their needs evolve. The study is identifying the linkages between science teachers' beliefs and practices over time and how they impact student achievement scores in 7-12 grade science classrooms. The results are expected to have direct implications for how exemplary, evidence-based science teacher education programs can be created to better support science teacher development and student learning across the entire teacher continuum.