Researching Science and Mathematics Teacher Learning in Alternative Certification Models

研究替代认证模式中的科学和数学教师学习

• 批准号: 0553929
• 负责人: John Lannin
• 金额: $ 200.68万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0553929&HistoricalAwards=false
• 关键词: Researching; Science; Mathematics; Teacher; Learning

This research is examining science and mathematics teacher learning in the context of an alternative certification program (designed for individuals with baccalaureate degrees in science or mathematics) employing two different models of field-based preparation. In one model pre-service teachers are participating in an eight-week summer session and will become independent full-time teachers with complete responsibility for instruction. In the second model pre-service teachers are participating in the same eight-week summer session followed by a guided yearlong internship under the mentorship of a veteran teacher. In both models interns are continuing to enroll in university courses. To examine teacher learning in these two models the researchers are collecting longitudinal data from 72 participants at five transition points in their programs. Using a data collection cycle that includes lesson planning, observation, stimulated recall and reflection, the researchers are building a rich data set about teacher knowledge. The intellectual merit of the project is derived from the qualifications and commitment of the investigators to advance knowledge concerning teacher learning in different models of alternative certification. The findings are enhancing the science and mathematics education research literature where data on science and mathematics teacher learning in alternative certification programs and in field settings is scarce. The project's broader impact is based on: (1) its potential to inform the research community about science and mathematics teacher learning; (2) its implications for the design and implementation of alternative certification programs; (3) its implications for the design and implementation of field-based internships in science and mathematics teacher preparation; and (4) its potential to impact policymaking concerning teacher certification/licensure. The ultimate beneficiaries of such research on teachers are K-12 students whose learning opportunities in science and mathematics will increase as the quality of the teaching workforce increases.

本研究是研究科学和数学教师学习的替代认证计划（专为个人在科学或数学学士学位）的背景下，采用两种不同的模式，以现场为基础的准备。 在一种模式中，职前教师参加为期八周的暑期课程，并将成为独立的全职教师，全面负责教学。 在第二种模式中，职前教师参加同样的为期八周的暑期课程，然后在一位资深教师的指导下进行为期一年的实习。 在这两种模式中，实习生继续参加大学课程。 为了研究这两种模式下的教师学习，研究人员收集了72名参与者的纵向数据，这些参与者在他们的项目中处于五个过渡点。 通过使用包括课程规划、观察、刺激回忆和反思在内的数据收集周期，研究人员正在建立一个关于教师知识的丰富数据集。 该项目的智力价值来自调查人员的资格和承诺，以促进有关教师学习的不同模式的替代认证的知识。 这些发现正在加强科学和数学教育研究文献，其中关于科学和数学教师在替代认证项目和实地设置中学习的数据很少。 该项目更广泛的影响是基于：（1）它有可能告知研究界关于科学和数学教师学习;（2）它对设计和实施替代认证计划的影响;（3）它对设计和实施科学和数学教师准备的实地实习的影响;以及（4）其影响有关教师认证/执照的政策制定的潜力。 这种教师研究的最终受益者是K-12学生，他们在科学和数学方面的学习机会将随着教师队伍质量的提高而增加。