Beyond Bridging: Co-Education of Preservice and Inservice Elementary Teachers In Science and Mathematics

超越桥梁：职前和在职小学教师在科学和数学方面的共同教育

• 批准号: 1019860
• 负责人: Bruce Johnson
• 金额: $ 222.31万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019860&HistoricalAwards=false
• 关键词: Beyond; Bridging; Co; Education; Preservice

The University of Arizona is partnering with the Tucson Unified School District to implement and study a professional community designed to alleviate the mismatch between the expectations of student teachers in mathematics and science and their mentor in-service teachers. This vexing problem often arises when student teachers expect to implement reform-based pedagogies while their mentor teachers insist on traditional approaches. The project is creating a "third space," a professional community that includes 40 pre-service and 50 in-service teachers, university scientists and mathematicians, science and mathematics education faculty, and school district administrators. The third space is providing a neutral forum for the exchange of perspectives on issues of pedagogy with the expectation that student teachers would implement inquiry-based science and problem-solving mathematics pedagogies with the knowledgeable support of their mentor teachers. The project is being implemented in two low-income, culturally and linguistically diverse elementary schools with a comparison school used as a control.The evaluation/research component is a qualitative study led by Horizon Research, Inc. The fundamental research question is whether the third space model establishes interpretive systems that foster enactment of inquiry-based and problem-solving teaching practices. Data collection will include all participants in the third space forum, but focuses on the pre-service and in-service teachers through written products and discussions of lesson design activities, videotapes of teaching by pre-service and in-service teachers, and analysis of comments made in a web-based forum. Instruments to be used are the Reform Teaching Observation Protocol (RTOP), the Experiences Patterns Explanations (EPE) framework, and the Inquiry-Application Instructional Model (I-AIM).The main product of this project is the third space model and the research that supports its success. The model will be disseminated broadly and if replicated widely, it would represent a major improvement in the professional development of teachers in the areas of inquiry-based science and problem-solving mathematics.

亚利桑那大学正在与图森联合学区合作，实施和研究一个专业社区，旨在减轻数学和科学专业学生教师的期望与他们的在职教师导师之间的不匹配。当实习教师希望实施基于改革的教学法，而他们的导师教师坚持传统的方法时，这个令人烦恼的问题经常出现。该项目正在创建一个“第三空间”，这是一个专业社区，包括40名职前和50名在职教师、大学科学家和数学家、科学和数学教育教师以及学区行政人员。第三个空间是提供一个中立的论坛，就教育学问题交换观点，期望实习教师在导师的知识支持下实施以探究为基础的科学和解决问题的数学方法。该项目正在两所低收入、文化和语言多样化的小学实施，并以比较学校作为对照。评估/研究部分是由Horizon Research，Inc.领导的定性研究。基本的研究问题是，第三空间模型是否建立了解释系统，促进制定基于探究和解决问题的教学实践。数据收集将包括第三次空间论坛的所有参与者，但侧重于通过书面产品和课程设计活动讨论、职前和在职教师教学录像带以及对网上论坛上所作评论的分析而收集的职前和在职教师的数据。所使用的工具是改革教学观察协议（RTOP），经验模式解释（EPE）框架和探究-应用教学模式（I-AIM）。该项目的主要产品是第三空间模型和支持其成功的研究。这一模式将得到广泛传播，如果得到广泛推广，它将是教师在探究式科学和解决问题的数学领域专业发展的一个重大进步。