Learning Assistant Model of Teacher Education in Science and Technology

科技教师教育的学习辅助模式

• 批准号: 0554616
• 负责人: Valerie Otero
• 金额: $ 249.31万
• 依托单位: University of Colorado at Boulder
• 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: 2006-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0554616&HistoricalAwards=false
• 关键词: Learning; Assistant; Model; Teacher; Education

The "Learning Assistant Model for Teacher Education in Science and Technology (LA-TEST)" research project is testing the effectiveness of the 'Learning Assistant Model' for recruiting, preparing, and retaining STEM K-12 teachers. Talented undergraduate STEM majors are hired as Learning Assistants (LAs) to work with STEM faculty to transform undergraduate courses. These LAs are the target of teacher recruitment efforts. Fifteen percent of the STEM majors who have participated as LAs have decided to become K-12 teachers as a result of their LA experience, most of whom have formally committed to teach in high-needs school districts. Three specialized research teams are investigating the development of content and pedagogical knowledge among LAs, as well as their teaching practices. The work of each research team is being synthesized to demonstrate the effectiveness of the LA model for improving secondary and post-secondary STEM and teacher education. This project has broader impacts including the development of a suite of survey instruments that can be used by researchers interested in testing the effectiveness of teacher preparation programs or course transformations in general, or conceptual or pedagogical knowledge specifically. The LA model itself can be used as a mechanism for recruiting teachers, enhancing student knowledge and facilitating the transition of STEM majors from two- to four-year colleges. The project's intellectual merit is evidenced by its multi-disciplinary nature involving a broad range of expertise, research methodologies and contexts. This project is producing a more complete picture of the teacher professional continuum focusing not only on teacher certification programs and K-12 contexts but also on students' experiences in STEM departments and the role of STEM research faculty in preparing future teachers.

“科学技术教师教育学习助理模型（LA-TEST）”研究项目正在测试“学习助理模型”在招聘、准备和留住 STEM K-12 教师方面的有效性。 有才华的 STEM 专业本科生被聘为学习助理 (LA)，与 STEM 教师合作改造本科课程。 这些LA是教师招聘工作的目标。 作为 LA 参与的 STEM 专业学生中，有 15% 因其 LA 经验而决定成为 K-12 教师，其中大多数人已正式承诺在高需求学区任教。 三个专业研究小组正在调查洛杉矶地区的内容和教学知识的发展及其教学实践。 每个研究团队的工作正在综合起来，以证明 LA 模型对于改善中学和高等教育 STEM 以及教师教育的有效性。 该项目具有更广泛的影响，包括开发一套调查工具，可供有兴趣测试教师准备计划或一般课程转型或具体概念或教学知识有效性的研究人员使用。 LA模式本身可以作为招聘教师、增强学生知识和促进STEM专业从两年制大学向四年制大学过渡的机制。 该项目的学术价值体现在其多学科性质，涉及广泛的专业知识、研究方法和背景。 该项目正在更全面地描绘教师专业连续体，不仅关注教师认证计划和 K-12 环境，还关注学生在 STEM 系的经历以及 STEM 研究教师在培养未来教师方面的作用。