Developing Teacher Noticing in Engineering in an Online Professional Development Program

通过在线专业发展计划培养教师对工程的关注

• 批准号: 1720334
• 负责人: Merredith Portsmore
• 金额: $ 56.44万
• 依托单位: Tufts 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: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720334&HistoricalAwards=false
• 关键词: Developing; Teacher; Noticing; Engineering; Online

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). The project will research how elementary (K-5) teachers in the Teacher Engineering Education Program (TEEP) program progress in one particular aspect of responsive teaching, noticing student thinking. TEEP includes four graduate-level courses that help them learn engineering content and pedagogical approaches. There has been little investigation of teacher professional development in engineering design. The work that has been done focuses on increasing teachers' content knowledge and familiarity in engineering. Most teacher professional development and research focus on teachers learning engineering content and process, with less attention on helping teachers develop new instructional practices necessary to help students navigate the complex, ill-defined problems in engineering. TEEP focuses on helping teachers develop practices of responsive teaching in engineering design, where teachers base their instructional moves on what they notice in their students are doing and saying. Project research will also contribute to literature on how to support responsive teaching in web-based environments, expanding understanding of how design principles and features developed in in-person professional development settings can be implemented online. The project will refine a program for engineering teachers nationwide, identify key features that are effective in developing teachers' practice, and create video resources for other professional development programs to use. The project will address three research questions: (1) What do beginning engineering teachers notice in students' engineering design work? (2) What shifts occur in teachers' noticing over the course of a professional development program focused on responsive teaching and how do these shifts correlate with key features of the program? (3) What shifts occur in how teachers' talk about their goals for students' engineering and their instructional practice? The project will conduct independent analyses from two cohorts of teachers of three data streams: pre-post interviews about practice; teacher-captured classroom videos; video-stimulated interviews, and teachers' coursework. The analyses will then connect these analyses to address the research questions. Videocases of students' engineering will be disseminated for other teacher educators to use in supporting teacher noticing. The research outcomes of the research will not only advance our understandings of teacher learning, but will provide evidence that teachers can recognize, value, and leverage students' diverse resources for engineering. Research on the TEEP program will also provide much-needed empirical support on whether and how online programs can be effective for teachers' instructional practice.

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。该项目将研究教师工程教育计划（TEEP）中的小学（K-5）教师如何在响应式教学的一个特定方面取得进展，注意学生的思考。TEEP包括四门研究生课程，帮助他们学习工程内容和教学方法。工程设计专业教师专业发展研究较少。已经完成的工作集中在增加教师的内容知识和熟悉工程。大多数教师专业发展和研究都集中在教师学习工程内容和过程上，很少关注帮助教师开发新的教学实践，以帮助学生解决工程中复杂的、定义不清的问题。 TEEP的重点是帮助教师在工程设计中开发响应式教学的实践，教师根据他们在学生的言行中注意到的内容进行教学。项目研究还将有助于文献如何支持基于网络的环境中的响应式教学，扩大了解如何在人的专业发展设置开发的设计原则和功能可以在线实施。 该项目将完善全国工程教师计划，确定有效发展教师实践的关键特征，并创建视频资源供其他专业发展计划使用。本研究将探讨三个问题：（1）初入职的工程教师在学生的工程设计工作中注意到什麽？(2)在一个专注于反应式教学的专业发展项目中，教师的注意力发生了什么变化，这些变化与项目的主要特征有什么关系？(3)在教师如何谈论他们的目标，为学生的工程和他们的教学实践发生了什么变化？该项目将对三个数据流的两组教师进行独立分析：关于实践的前后访谈;教师捕获的课堂视频;视频模拟访谈和教师的课程作业。然后，这些分析将连接这些分析，以解决研究问题。学生的工程录像将分发给其他教师教育工作者使用，以支持教师注意。研究的结果不仅将促进我们对教师学习的理解，而且将提供证据表明，教师可以识别，重视和利用学生的工程多样性资源。对TEEP项目的研究也将为在线项目是否以及如何有效地促进教师的教学实践提供急需的实证支持。

项目成果

Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning

检验教师教学推理中主导话语与工程教育理念之间的相互作用

• DOI: 10.1002/jee.20563
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: De Lucca, Natalie;Watkins, Jessica;Swanson, Rebecca D.;Portsmore, Merredith
• 通讯作者: Portsmore, Merredith

Transformations in Elementary Teachers’ Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education

小学教师教学推理的转变：研究工程教育在线研究生课程中的教师学习

• 发表时间: 2019
• 作者: Dr. Jessica Watkins;D. M. Portsmore;Dr. Swanson;Dr. Swanson
• 通讯作者: Dr. Swanson

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

• DOI: 10.1002/jee.20369
• 发表时间: 2020-12
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Jessica Watkins;Merredith Portsmore;Rebecca D. Swanson

“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

——这仍然是 STEM——：利用工程设计过程来挑战工程和 STEM 的主导叙述

• DOI: 10.1080/07370008.2022.2156512
• 发表时间: 2023
• 期刊: Cognition and Instruction
• 影响因子: 3.3
• 作者: Watkins, Jessica

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

在线教师教育框架设计：支持教师在课堂工程视频讨论中关注学生的思考

• DOI: 10.1177/00224871211056577
• 发表时间: 2022
• 期刊: Journal of Teacher Education
• 影响因子: 3.9
• 作者: Watkins, Jessica;Portsmore, Merredith
• 通讯作者: Portsmore, Merredith