Models of Professional Development for Mathematics Teachers

数学教师专业发展模式

• 批准号: 1019934
• 负责人: Paola Sztajn
• 金额: $ 44.55万
• 依托单位: North Carolina State University
• 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: 2010-08-15 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1019934&HistoricalAwards=false
• 关键词: Models; Professional; Development; Mathematics; Teachers

The Models of Professional Development for Mathematics Teachers project is conducting a comprehensive study of professional development models designed for mathematics teachers in grades K-12. The research team will identify key constructs and frameworks within professional development programs and identify types of professional development models. The goals of the project are to encourage researchers and professional developers to reconceptualize mathematics professional development, develop a shared language, and renew discussions on effective professional development for teachers of mathematics. The project team includes faculty and students at North Carolina State University and a research scientist at American Institutes for Research. The project team is coding and analyzing descriptive data on mathematics professional development (MPD) gathered from studying mathematics teacher education research literature. They are also conducting interviews with authors of the studies they have identified. The project is investigating the general question: What are the various models used by mathematics teacher educators when designing and implementing mathematics professional development? Specifically, they are asking:1. What are similarities and differences across goals, theoretical frameworks, contexts and structures that exist in the design of MPD offered to K-12 teachers?2. How does the field name and define various characteristics of MPD? 3. How can the characteristics of the various MPD designs be grouped into meaningful models? What are the main elements that define these models?The researchers hope that their efforts to describe models of professional development will help educators to move away from professional development designed around a few salient features and move toward professional development models that contain a theoretical framework and coherent features that work together. They want professional developers and researchers to use a common language to study and assess professional development. Their analysis of existing professional development projects in mathematics teaching will offer the following outcomes:1. An empirically established definition of characteristics and models of MPD, with explanations of the various elements that comprise these models.2. A coding protocol for use in the classification of MPD models and the organization of current information about existing MPD.3. A theoretical framework for organizing knowledge about MPD that can foster new ways to think about these models in the design of innovative MPD for teachers.4. A set of research-related innovations such as new hypotheses for studying MPD, new approaches to testing the explanatory and predictive validity of various features of professional development, and new formats for describing the state of the art in MPD.5. Concepts that can support a revision of what is meant by best practices or effective features of MPD.6. An open-source, web-based, searchable database with descriptions of various MPD.This exploratory project will provide an opportunity for the mathematics education field to learn more about professional development and approaches to conducting research on professional development.

数学教师项目的专业发展模型正在对K-12年级的数学教师设计的专业发展模型进行全面研究。 研究团队将在专业开发计划中确定关键的结构和框架，并确定专业发展模型的类型。 该项目的目标是鼓励研究人员和专业开发人员重新概念化数学专业发展，开发共享语言，并更新有关数学教师有效专业发展的讨论。该项目团队包括北卡罗来纳州立大学的教职员工和学生，以及美国研究所的研究科学家。 项目团队正在编码和分析从研究数学教师教育研究文献中收集的数学专业发展（MPD）的描述性数据。 他们还正在与他们确定的研究作者进行访谈。该项目正在调查一个总体问题：在设计和实施数学专业发展时，数学教师教育者使用的各种模型是什么？ 具体来说，他们在问：1。目标，理论框架，上下文和结构之间的相似之处和差异在MPD设计中存在于K-12教师的设计中？2。字段名称和定义MPD的各种特征如何？ 3。如何将各种MPD设计的特性分为有意义的模型？定义这些模型的主要要素是什么？研究人员希望他们为描述专业发展模型的努力将帮助教育工作者摆脱围绕一些显着特征的专业发展，并朝着包含理论框架和连贯特征的专业发展模型迈进。 他们希望专业的开发人员和研究人员使用通用语言来研究和评估专业发展。他们对数学教学中现有专业发展项目的分析将提供以下结果：1。 MPD的特征和模型的经验确定的定义，并解释了构成这些模型的各种元素2。用于使用MPD模型分类的编码协议以及有关现有MPD.3的当前信息的组织。一个组织有关MPD知识的理论框架，可以促进新的方式来思考这些模型的创新MPD教师的设计。4。一系列与研究相关的创新，例如用于研究MPD的新假设，测试专业发展各种特征的解释性和预测有效性的新方法，以及用于MPD.5中最新技术的新格式。可以支持对最佳实践或MPD.6有效特征的含义的概念。一个开源的，基于网络的可搜索数据库，并对各种MPD进行描述。此探索项目将为数学教育领域提供一个机会，以了解有关专业发展的更多信息，并为进行专业发展研究的方法提供了更多信息。