The Clinical Experience for Pre-Service Science Educators: An Exploratory Study of Their Collegial Networks and Opportunity-to-Learn Trajectories

职前科学教育者的临床经验：对其大学网络和学习机会轨迹的探索性研究

• 批准号: 1540678
• 负责人: Mark Windschitl
• 金额: $ 79.9万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1540678&HistoricalAwards=false
• 关键词: Clinical; Experience; Pre; Service; Science

Clinical experience is one of the features of teacher preparation assumed to have a significant impact on novice educators. There is, however, only a thin research base about what makes such internships effective. This study, funded by the National Science Foundations' Robert Noyce Teacher Scholarship Program, through Track 4--Research on the Preparation, Recruitment, and Retention of K-12 STEM Teachers, will examine the clinical experiences of pre-service secondary science teachers from three different preparation institutions. The research study will: (1) investigate how teacher candidates use "advice and information networks" during clinical preparation to develop knowledge about the work of teaching and to inform decisions about planning, instruction, and assessment; (2) investigate candidates' "opportunities to learn" over time in the classroom, documenting which aspects of teaching novices are given the opportunity to try out and with what frequency; (3) develop quantitative measures reflect the quality of "advice and information network" experiences and the "opportunity to learn" data sets. These will be used to predict novices' edTPA (Teacher Performance Assessment) scores on planning, instruction, and assessment. This study will reveal from whom pre-professionals seek help in the field, what they learn over time, and how it influences their work with young learners. This project will help inform the design of clinical experiences by identifying how networks of support might be structured and how cooperating teachers might provide productive feedback, as well as articulating a trajectory of experiences that may improve teacher candidates' opportunities to learn over time. The clinical experiences of sixty pre-service secondary science teachers will be investigated in order to develop a more empirically-grounded representation of the learning opportunities of pre-service educators during their time in K-12 classrooms. The first component maps out how teacher candidates use "advice and information networks" (cooperating teachers, field supervisors, peers in the preparation program, other teachers in the clinical placement, methods instructors, members of on-line communities, etc.) during clinical preparation to develop knowledge about teaching and to inform decisions about planning, instruction, and assessment. The second component examines teacher candidates' "opportunities to learn" over time in the classroom. It will document which aspects of teaching novices are given chances to try out and with what frequency over time--these experiences may include observations of accomplished teaching, interacting with students in varied ways, co-planning with a cooperating teacher, and co-teaching. Data for each of the first two components of the study will become part of a case history for each participant, and will include interviews with the pre-service teachers, the contents of on-line surveys by these novices, interviews with methods instructors and interviews with field supervisors. Quantitative measures will be developed that reflect the quality of "advice and information network" experiences and the "opportunity to learn" data sets. These will be used to test whether these composite measures are significant predictors of the quality of teacher candidates' practices as derived from an instrument known as the edTPA. The edTPA includes documentation of candidates' planning tools, lessons, assessments, analysis of student work, and analytic reflections on a sequence of instructional episodes they designed and taught. If researchers and teacher educators can understand the patterns of help-seeking and opportunities to learn by novices that contribute substantively to their knowledge and practice, then it could be possible to engineer opportunities for them to interact regularly with others who influence their development as professionals. Improved clinical experiences will mean more competent beginning teachers who, even early in their career, are better situated to support students in learning about and participating in science.This work is supported, in part, by the EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.

临床经验是教师准备的特点之一，假设有一个显着的影响新手教育工作者。然而，关于是什么让这种实习有效，只有一个薄弱的研究基础。这项研究由国家科学基金会的罗伯特·诺伊斯教师奖学金计划资助，通过轨道4-对K-12 STEM教师的准备，招聘和保留的研究，将研究来自三个不同准备机构的职前中学科学教师的临床经验。该研究将：（1）调查教师候选人如何在临床准备期间使用“建议和信息网络”来发展有关教学工作的知识，并为计划，指导和评估的决策提供信息;（2）调查候选人在课堂上的“学习机会”，记录哪些方面的教学新手有机会尝试以及以何种频率尝试;（3）制定反映“咨询和信息网络”经验质量的量化措施和“学习机会”数据集。这些将被用来预测新手的edTPA（教师绩效评估）分数的规划，教学和评估。这项研究将揭示专业人士在该领域寻求帮助的人，他们随着时间的推移学到了什么，以及它如何影响他们与年轻学习者的工作。该项目将通过确定如何构建支持网络以及合作教师如何提供富有成效的反馈，以及阐明可能改善教师候选人随着时间的推移学习机会的经验轨迹，帮助设计临床经验。将调查60名职前中学科学教师的临床经验，以制定一个更有说服力的接地表示职前教育工作者的学习机会，在他们的时间在K-12教室。第一个组成部分描绘了教师候选人如何使用“建议和信息网络”（合作教师，现场监督员，准备计划中的同行，临床实习中的其他教师，方法指导员，在线社区成员等）。在临床准备过程中，发展有关教学的知识，并为有关计划，指导和评估的决策提供信息。第二个组成部分审查教师候选人随着时间的推移在课堂上的“学习机会”。它将记录哪些方面的教学新手有机会尝试，随着时间的推移，这些经验可能包括完成教学的观察，以各种方式与学生互动，与合作教师共同规划，以及共同教学。研究的前两个组成部分的数据将成为每个参与者的案例历史的一部分，并将包括与职前教师的访谈，这些新手的在线调查的内容，与方法指导员的访谈和与实地督导员的访谈。将制定反映“咨询和信息网络”经验和“学习机会”数据集质量的量化措施。这些将被用来测试这些综合措施是否是教师候选人的实践质量的重要预测因素，从一个被称为edTPA的工具。edTPA包括考生的规划工具，课程，评估，学生工作的分析，以及对他们设计和教授的一系列教学片段的分析反思的文档。如果研究人员和教师教育工作者能够理解新手寻求帮助的模式和学习的机会，这对他们的知识和实践有实质性的贡献，那么就有可能为他们设计机会，让他们定期与影响他们发展为专业人士的其他人互动。改进的临床经验将意味着更有能力的初任教师，即使在职业生涯的早期，也能更好地支持学生学习和参与科学。这项工作部分得到了EHR核心研究（ECR）计划的支持。 ECR计划强调基础STEM教育研究，产生该领域的基础知识。 投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。