Beyond Bridging: Co-Education of Preservice and Inservice Elementary Teachers In Science and 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，旨在缓解数学和科学学生教师与他们的在职导师之间的期望不匹配。当学生教师期望实施基于改革的教学方法，而他们的导师坚持传统方法时，往往会出现这个令人烦恼的问题。该项目正在创建一个“第三空间”，这是一个专业社区，包括40名在职教师和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，以交流关于教育学问题的观点，期望学生教师在导师的知识支持下实施基于探究的科学和解决问题的数学教学法。该项目正在两所低收入、文化和语言多样化的小学实施，并以一所比较学校作为对照。评估/研究部分是由Horizon research， Inc.领导的一项定性研究。基本的研究问题是第三空间模型是否建立了促进探究性和问题解决性教学实践的解释系统。数据收集将包括第三空间论坛的所有参与者，但通过书面产品和课程设计活动的讨论、职前教师和在职教师的教学录像带以及网络论坛上的评论分析，重点关注职前教师和在职教师。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-应用教学模型（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。这一模式将广泛传播，如果广泛复制，它将代表教师在探究科学和解决问题的数学领域的专业发展方面的重大改进。

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.