Building a Community of Science Teacher Educators to Prepare Novices for Ambitious Science Teaching

建立科学教师教育者社区，为新手做好雄心勃勃的科学教学准备

• 批准号: 1719950
• 负责人: David Stroupe
• 金额: $ 9.84万
• 依托单位: Michigan State University
• 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 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1719950&HistoricalAwards=false
• 关键词: Building; Community; Science; Teacher; Educators

There is a growing consensus among science teacher educators of a need for a shared, research-based vision of accomplished instructional practice, and for teacher education pedagogies that can effectively prepare preservice science teachers to support the science learning of students from all backgrounds. This conference will bring together a group of teacher educators to focus on preservice teacher education and a shared vision of instruction called ambitious science teaching. This conference is a critical first step toward building a community of teacher educators who can collectively share and refine strategies, tools, and practices for preparing preservice science teachers for ambitious science teaching. The conference has two goals. The first goal is to develop a shared vision and language about effective pedagogy of science teacher preparation, focusing on ambitious science teaching and practice-based approaches to science teacher preparation. The second goal is to initiate a professional community that can generate, test, revise, and disseminate a set of resources (curriculum materials, tools, videos, models of teacher educator pedagogies, etc.) to support teacher educators. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.There are immediate and long-term broader impacts that will result from this conference. One immediate impact is that this conference will set forth an actionable research agenda for the participants and the field to take up around ambitious science teaching and practice-based teacher education. Such an agenda will help shape new work, involving institutional collaborations,teacher preparation programs, and national organizations. Such an outcome has the potential to immediately impact the work of the conference participants and their own teacher preparation programs. In the long-term, this conference provides an opportunity for the participants to consider how to use ambitious science teaching to address issues of equity and social justice in science education and schools. In addition, the broader impacts of this conference will be to spread a vision of science teaching and practice-based teacher preparation in which students' ideas and experiences are the raw material of teachers' work.

科学教师教育工作者越来越多地达成共识，需要一个共同的，以研究为基础的愿景完成教学实践，并为教师教育体系，可以有效地准备业余科学教师，以支持来自各种背景的学生的科学学习。这次会议将汇集一批教师教育工作者，专注于副教师教育和教学的共同愿景称为雄心勃勃的科学教学。这次会议是建立教师教育者社区的关键第一步，他们可以共同分享和完善战略，工具和实践，为雄心勃勃的科学教学做好准备。 会议有两个目标。第一个目标是制定一个共同的愿景和语言的科学教师准备有效的教学法，重点是雄心勃勃的科学教学和实践为基础的方法，科学教师的准备。第二个目标是建立一个专业社区，可以生成、测试、修订和传播一套资源（课程材料、工具、视频、教师教育者教学模式等）。支持教师教育工作者。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。本次会议将产生直接和长期的广泛影响。一个直接的影响是，这次会议将为与会者和该领域提出一个可操作的研究议程，围绕雄心勃勃的科学教学和基于实践的教师教育展开。这样的议程将有助于形成新的工作，涉及机构合作，教师培训计划和国家组织。这样的结果有可能立即影响与会者的工作和他们自己的教师准备计划。从长远来看，本次会议为与会者提供了一个机会，考虑如何利用雄心勃勃的科学教学来解决科学教育和学校中的公平和社会正义问题。此外，本次会议的更广泛的影响将是传播科学教学和基于实践的教师准备的愿景，其中学生的想法和经验是教师工作的原材料。