Developing Teacher Noticing in Engineering in an Online Professional Development Program

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)，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。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包括四门研究生水平的课程，帮助他们学习工程学内容和教学方法。关于工程设计教师专业发展的研究较少。已完成的工作重点是增加教师对工程学的内容知识和熟悉程度。大多数教师专业发展和研究侧重于教师学习工程学的内容和过程，较少关注帮助教师开发必要的新教学实践，以帮助学生驾驭工程学中复杂的、定义不清的问题。TEEP专注于帮助教师在工程设计中发展响应性教学实践，教师根据他们注意到的学生所做的和所说的来进行教学。项目研究还将有助于编写关于如何在网络环境中支持响应性教学的文献，扩大对如何在面对面的专业发展环境中制定的设计原则和特点如何在网上实施的理解。该项目将完善全国工程学教师的计划，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。该项目将解决三个研究问题：(1)初级工程教师在学生的工程设计工作中注意到什么？(2)在专注于响应性教学的专业发展计划的过程中，教师的注意发生了哪些变化，这些变化与该计划的主要特征有何关联？(3)教师谈论学生工程目标和教学实践的方式发生了哪些变化？该项目将从三个数据流的两个教师队列中进行独立分析：关于练习的事后访谈；教师捕获的课堂视频；视频模拟访谈，以及教师的课程作业。然后，分析将把这些分析联系起来，以解决研究问题。学生工程的视频将被传播给其他教师教育工作者，用于支持教师注意。本研究的研究成果不仅将促进我们对教师学习的理解，而且将为教师认识、重视和利用学生的各种工程资源提供证据。对TEEP计划的研究还将为在线计划是否以及如何有效地促进教师的教学实践提供亟需的实证支持。

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.