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

调查科学教育中跨教学连续体 (IMPPACT) 的职前计划的意义

• 批准号: 0455819
• 负责人: John Tillotson
• 金额: $ 248.09万
• 依托单位: Syracuse University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0455819&HistoricalAwards=false
• 关键词: Investigating; Meaningfulness; Preservice; Programs; Across

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.

教师教育项目在满足教师职业生涯中不断变化的需求方面所起的作用，受到了越来越多的国家关注。impppact项目是一项多所大学的合作研究，旨在调查科学教师教育计划对中小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。该项目的目标是研究一批科学教师在其职业生涯的四个关键阶段的正式和非正式学习经历：1)进入科学教师教育；2)在科学教师教育项目候选阶段，包括相关的实地经历；3)新理科教师入职初期（1-4年）；4)在科学教学的后归纳阶段（五年级以上）。三所主要的研究型大学（雪城大学、爱荷华大学和北卡罗莱纳州立大学）正在合作进行实证调查，以调查科学教师准备在帮助招聘、准备和支持7-12年级科学教师方面所起的作用。这项研究提供了关于个人如何在他们的职前计划和职业生涯中发展科学教学和内容知识，以及他们的需求如何演变的信息。这项研究旨在确定科学教师的信仰和实践之间的联系，以及它们如何影响7-12年级科学课堂上学生的成绩。研究结果预计将对如何创建示范性的、以证据为基础的科学教师教育项目产生直接影响，以更好地支持科学教师的发展和学生在整个教师连续体中的学习。