Negotiating the Certification-to-Workplace Transition: What Helps Pre-service Middle-School Science Teacher Candidates Bring Responsive Teaching Practices to Their Classrooms?

谈判从认证到工作场所的过渡：什么可以帮助职前中学科学教师候选人将响应式教学实践带入课堂？

• 批准号: 1712220
• 负责人: Daniel Levin
• 金额: $ 29.95万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712220&HistoricalAwards=false
• 关键词: Negotiating; Certification; Workplace; Transition; What

The pre-service teacher certification program for middle school mathematics and science teaching at the University of Maryland, College Park, faces a problem also confronted by other mathematics and science teacher preparation programs. The University's Middle School Mathematics and Science Teacher Certification Program focuses on helping future teachers learn ways to elicit and build upon middle grades students' common-sense knowledge and ways of thinking -- an approach used by exemplary teachers and supported by research about K-12 students' learning. Many of the future teachers buy into this approach to teaching in principle, but once they graduate from the certification program and become professional teachers, many of them rarely if ever approach their teaching in this way. This project explores why this occurs, with the goal of informing modifications to the certification program that could help teachers apply, more frequently and more fully, effective teaching practices learned in their certification program. The project, funded by the Improving Undergraduate STEM Education (IUSE) program and the Robert Noyce Teacher Scholarship program, will inform improvements not only to the particular teacher preparation program studied in the project but to the hundreds of other programs that emphasize helping future teachers learn similar sets of effective teaching practices.More specifically, the Middle School Teacher Certification Program mentioned above focuses on responsive teaching -- a set of approaches in which teachers consistently notice, attend to, interpret, and respond to the substance (as opposed to just the correctness) of students' ideas and adjust their instruction accordingly. A growing body of research suggests that responsive teaching can help diverse students learn science, and a growing number of teacher education programs are attempting to support novice teachers' responsive teaching practices. To help pre-service teachers (PSTs) learn responsive teaching, the Middle School Teacher Certification Program engages PSTs in pedagogies of practice-based teacher education: PSTs observe models and representations of responsive teaching, they "approximate" responsive teaching by practicing with a classroom of virtual student "avatars," and they enact responsive teaching in lessons in their early field experiences. The goal of this research project is to explore the extent to which PSTs in the program focus on core practices of responsive teaching and enact responsive teaching practices in their student teaching as well as in their first years in the workforce. The project takes a qualitative case study approach, triangulating between cases studies of particular program courses and longitudinal case studies of particular PSTs as they navigate the transition from the program into teaching. The data collected includes video recordings of PSTs engaged in the practice-based pedagogies of the courses, recordings of each PST with the avatars, PSTs' program coursework, interviews with case-study participants, and observations and video recordings of case study participants in their student teaching and in their first year of teaching. This small-N exploratory study helps articulate hypotheses and explanations about preparation for responsive teaching that will inform future large-N multi-institutional research and future design-based research on individual PST programs.

马里兰州大学帕克分校的中学数学和科学教学职前教师认证项目面临着一个问题，其他数学和科学教师培训项目也面临着这个问题。 该大学的中学数学和科学教师认证计划的重点是帮助未来的教师学习如何引出和建立在中间年级学生的常识知识和思维方式-一种由模范教师使用的方法，并通过对K-12学生的学习研究支持。 许多未来的教师原则上接受这种教学方法，但一旦他们从认证课程毕业并成为专业教师，他们中的许多人很少以这种方式教学。 该项目探讨了为什么会发生这种情况，目的是通知认证计划的修改，可以帮助教师更频繁，更充分地应用在他们的认证计划中学到的有效教学实践。 该项目由改善本科生STEM教育（IUSE）计划和罗伯特·诺伊斯教师奖学金计划资助，不仅将为项目中研究的特定教师准备计划提供改进信息，还将为数百个其他计划提供信息，这些计划强调帮助未来的教师学习类似的有效教学实践。上面提到的中学教师认证项目侧重于反应式教学--一套教师持续注意、注意、解释并对学生思想的实质（而不仅仅是正确性）做出反应，并相应地调整他们的教学。 越来越多的研究表明，反应性教学可以帮助不同的学生学习科学，越来越多的教师教育计划正在试图支持新手教师的反应性教学实践。 为了帮助职前教师（PSTs）学习响应式教学，中学教师认证计划从事PSTs在实践为基础的教师教育体系：PSTs观察响应式教学的模型和表示，他们“近似”响应式教学的虚拟学生“化身”的教室练习，他们制定响应式教学在他们的早期现场经验的教训。 本研究项目的目标是探索在多大程度上PST在程序中专注于响应式教学的核心实践，并制定响应式教学实践在他们的学生教学，以及在他们的第一年在劳动力。 该项目采用定性案例研究方法，在特定课程的案例研究和特定PST的纵向案例研究之间进行三角测量，因为它们从课程过渡到教学。 收集的数据包括参与课程实践的PST的视频记录，每个PST与头像的记录，PST的程序课程，与案例研究参与者的访谈，以及案例研究参与者在学生教学和第一年教学中的观察和视频记录。 这个小N探索性研究有助于阐明假设和解释准备响应教学，将告知未来的大N多机构研究和未来的设计为基础的研究个人PST程序。

项目成果

Using technology in representing practice to support preservice teachers’ quality questioning: The roles of noticing in improving practice

使用技术代表实践来支持职前教师的质量提问：注意在改进实践中的作用

• 发表时间: 2018
• 期刊: Journal of technology and teacher education
• 作者: Walkoe, J. and