EAPSI: Comparing pre-service Teacher Motivation in Teacher Preparation Programs in Singapore and the United States to Improve Learning Outcomes

该项目的目标是创建在线教师准备课程，其中包括使新加坡国立教育学院的教师准备计划成为国际排名计划的计划属性和课程。在与幼儿和特殊教育教授、移动学习专家Zachary Walker博士的合作下，现有的传统课程将被改编成可以在线完成的课件，而不是传统的课堂。网络课件将包括严谨的内容和在网络环境下开发的学习社区。研究人员将确定教学策略、课程设计以及学生与教授、学生和内容之间的关系，以增强和维持学生的学习动机。研究人员寻求增加高质量课程的可用性，以供教师准备，而不受传统高等教育计划的限制。该项目的目标是创建包含课程属性和课程的在线教师准备课程，这些课程使新加坡国立教育学院的教师准备计划在世界上排名第10。研究人员将与幼儿和特殊教育教授、移动学习专家Zachary Walker博士合作，确定课程元素，包括教学策略、练习方法和激励因素。这些元素将被用来设计严格的、异步的课件，并结合开发虚拟学习社区的策略。研究人员将测量学生动机的要素，特别是自我调节、自我效能感和目标定向。研究人员还将在管理研究计划期间开发的异步课件后，衡量每个机构对在线学习、连接性和学习结果的准备情况。研究成果将提高教师准备课程的严谨性、质量和可用性。该奖项由东亚和太平洋暑期学院计划资助一名美国研究生的暑期研究，由NSF和新加坡国家研究基金会共同资助。

The goal of this project is to create online teacher preparation courses that include the program attributes and curricula that have made the teacher preparation program at the National Institute of Education in Singapore an internationally ranked program. In collaboration with Dr. Zachary Walker, professor of Early Childhood and Special Education and expert in mobile learning, existing traditional courses will be adapted into courseware that can be completed online instead of a traditional classroom. Online courseware will include rigorous content and development of a learning community in the online environment. The researchers will identify the instructional strategies, curriculum design, and student-to- professor, student, content relationships that will increase and sustain student motivation to learn. The researchers seek to increase availability of a high-quality curriculum for teacher preparation without the constraints of the traditional higher education program. The goal of this project is to create online teacher preparation courses that include the program attributes and curricula that have made the teacher preparation program at the National Institute of Education in Singapore, ranked 10th in the world. In collaboration with Dr. Zachary Walker, professor of Early Childhood and Special Education and expert in mobile learning, the researchers will identify curriculum elements including instructional strategy, practice method, and motivational factors. These elements will be used to design rigorous, asynchronous courseware combined with strategies to develop virtual learning communities. Researchers will measure elements of student motivation; specifically, self-regulation, self-efficacy, and goal orientation. Researchers will also measure readiness for online learning, connectedness, and learning outcomes at each institution following administration of the asynchronous courseware developed during the research program. The research outcomes will increase the rigor, quality, and availability of teacher preparation courseware.This award under the East Asia and Pacific Summer Institutes program supports summer research by a U.S. graduate student and is jointly funded by NSF and the National Research Foundation of Singapore.