A Study on Promoting Reflective and Equitable Practice Through Science Teacher Induction

引进新教师是教师教育的一个方面，被认为是提高教师效能的有效策略。然而，仍然需要经验数据，以提供有关使归纳法有效的特征的信息。这与以探究方法为特征的以改革为基础的教学以及为经常在科学领域代表性不足的学生提供科学成功的有效策略有关。本研究由美国国家科学基金会的Robert Noyce教师奖学金项目资助，通过第四部分——K-12 STEM教师的准备、招聘和保留研究，将从反思和公平实践的角度调查科学教师的培养。在此过程中，它将研究为初任中学科学教师和本科学习助理提供的入门计划支持，旨在(1)促进基于改革的科学教学，(2)发展教师的反思实践，(3)促进公平的、对文化有反应的科学教学。该项目将创建一个科学家-教师伙伴关系诱导计划，强调本科学习助理和初学的中学科学教师之间的相互学习。该项目由明尼苏达大学双城分校教育与人类发展学院、生物科学学院和科学与工程学院的教师领导，旨在提高初级科学教师的反思、基于改革和文化响应的科学教学信念和实践，同时提高本科学习助理的基于改革的科学教学实践和对K-12科学教学的兴趣。双重强调发展科学教师和学习助理将支持改进本科科学教学，同时也为K-12教学提供连贯的学习轨迹。以设计为基础的研究将作为拟议工作的框架。一个迭代的过程将用于正在进行的设计、测试和改进科学家-教师伙伴关系诱导计划。本项目将考察：1)初任科学教师反思实践的变化，以及他们对改革型和文化响应型科学教学的信念和实践；2)科学教师如何规划和实施文化响应性科学教学；3)教学助理对改革型科学教学的信念、自我效能感和实践的变化；4)归纳项目要素对教师反思性实践、改革型实践和文化响应型科学教学信念与实践专业成长的影响；5)归纳项目要素对学习助理改革实践及其对K-12科学教学兴趣的影响。通过本研究，本项目将扩展现有的通过诱导项目培养改革型教育者、文化响应型科学教师和反思性实践者的理论，并以此为目标构建一套基于经验的科学家-教师伙伴关系诱导项目设计原则。这项工作得到了EHR核心研究（ECR）项目的部分支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。

Induction of new teachers is one of the aspects of teacher education that is presumed to be an effective strategy for promoting teacher effectiveness. Yet, there is still a need for empirical data that can provide information as to characteristics that make induction effective. This is particularly true related to reform-based teaching characterized by the inquiry approach, as well as effective strategies for providing success in science for students often underrepresented in the sciences. 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 investigate science teacher induction in terms of reflective and equitable practice. In doing so, it will study induction program supports for beginning secondary science teachers and undergraduate Learning Assistants designed to (i) promote reform-based science teaching, (ii) develop teachers' reflective practices and (iii) foster their equitable, culturally responsive science teaching. The project will create a scientist-teacher partnership induction program in which mutual learning is emphasized between undergraduate Learning Assistants and beginning secondary science teachers. Led by the University of Minnesota-Twin Cities faculty from the Colleges of Education and Human Development, Biological Sciences, and Science and Engineering, the project intends to increase beginning science teachers' reflective, reform-based, and culturally responsive science teaching beliefs and practices, as well as, increase undergraduate Learning Assistants' reform-based science teaching practices and interest in K-12 science teaching. A dual emphasis on developing both science teachers and Learning Assistants will support improved undergraduate science teaching while also providing a coherent learning trajectory into K-12 teaching. Design-based research will serve as the framework for the proposed work. An iterative process will be used for the ongoing design, testing, and refinement of the scientist-teacher partnership induction program. The project will examine: 1) the changes in beginning science teachers' reflective practices as well as their beliefs about and practices of reform-based and culturally responsive science teaching; 2) the ways in which science teachers approach the planning for and implementation of culturally responsive science teaching; 3) the changes in Learning Assistants' beliefs about, self-efficacy for, and practices of reform-based science teaching; 4) the influence of induction program elements on the professional growth of teachers' reflective practices, reform-based, and culturally responsive science teaching beliefs and practices; and 5) the influence of induction program elements on Learning Assistants' reform-based practices and their interest in K-12 science teaching. Through this research, the project will extend existing theories on preparing reform-based educators, culturally responsive science teachers and reflective practitioners through induction programs as well as construct a set of empirically-based design principles for scientist-teacher partnership induction programs with these aims.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.