Communities Supporting Teacher Learning: Using Videocase Analysis of Teaching and Learning to Support Undergraduate Preservice Secondary Science Teachers

支持教师学习的社区:利用教学视频案例分析来支持本科职前中学科学教师

基本信息

  • 批准号:
    1725389
  • 负责人:
  • 金额:
    $ 280.74万
  • 依托单位:
  • 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 2024-03-31
  • 项目状态:
    已结题

项目摘要

This project seeks to address the conundrum of multiple and inconsistent models of teaching that individuals experience as K-12 students, as undergraduate students in STEM courses, as pre-service teachers in education courses, and when they go into schools and work with cooperating teachers. It is often difficult for pre-service science teachers to know what constitutes best practices for teaching science. These pre-service teachers encounter a wide variation in teaching practices throughout their educational careers, first as students in K-12 classrooms and then in undergraduate STEM courses, as well as in pre-service education courses in which they are confronted with educational theory and practices that are often incongruent with these other two experiences. In the last stage of their undergraduate pre-service teacher preparation, they are placed in schools to begin their internship teaching classes alongside a cooperating teacher, who may not have a teaching and learning philosophy that is consistent with the evidence-based best practices promoted in their pre-service STEM education courses. How are pre-service science teachers expected to develop an effective model for teaching and learning with confounding messages from their experiences? This project will study the effects of developing a strong community of support for pre-service teachers preparing to teach secondary science as they develop a common vision for teaching and learning based on the Science Teachers Learning from Lesson Analysis (STeLLA) Conceptual Framework. The community will include university science faculty, university education faculty, and cooperating teachers that the pre-service teachers encounter along their preparation journey as an undergraduate. The community will apply the STeLLA approach to their own courses that pre-service teachers take as part of their teacher preparation programs. The pre-service teachers in participating universities will receive a consistent message--one that has over a decade of research on the approach. This project will also examine three different instantiations of the model as it is implemented across different universities with secondary pre-service science teachers. It will employ a Videocase Analysis of Teaching and Learning (VATL) model, backed by evidence from the STeLLA approach, for a coherent approach to science teacher preparation. This important work is supported with funding from the Improving Undergraduate STEM Education program and the Robert Noyce Teacher Scholarship program.This project builds on a strong line of research dating back to 2004 that studied a successful model of professional learning with elementary teachers and elementary pre-service teachers (STeLLA; Roth et al., 2011; Taylor et al., 2017). This VATL project will leverage and study the STeLLA professional learning model with undergraduate pre-service teachers preparing to teach secondary science. VATL has two key phases. In the first phase, the lead institution engages a community of undergraduate pre-service teacher leaders (university science faculty, university education faculty, and school district cooperating teachers) in developing an understanding of the STeLLA professional development model and creating a shared vision of how to apply the STeLLA model in each of the three university settings. After the first phase, each university will have their own pre-service course built on a shared understanding of the STeLLA model, as well as science and education faculty members incorporating STeLLA approaches in their own teaching in other relevant courses. In the second phase of the project, the community of teacher leaders implements this course at their respective institutions with pre-service teachers. The impact of this new program on pre-service teachers and their students will be studied using a quasi-experimental pretest-posttest control group design. Outcomes for secondary science pre-service teachers include content knowledge (pre and post), ability to code videos for key teaching strategies (pre and post), and classroom practice (post only). The outcome for middle and high school students will be a content knowledge measure (pre and post). Because secondary pre-service science teachers often teach across all science disciplines, the study will include content outcomes across science disciplines. The study will include approximately 66 pre-service secondary science teachers in the quasi-experiment, along with roughly 2,000 middle and high school students in the state of Colorado. This project will inform the community of researchers and educators about the potential efficacy of the highly successful STeLLA professional learning model in a new context: undergraduate secondary pre-service science programs. Research findings will also be able to show how variations on implementation, across three universities in Colorado, may affect the outcomes.
该项目旨在解决个人作为K-12学生,作为STEM课程的本科生,作为教育课程的职前教师,以及当他们进入学校并与合作教师合作时所经历的多种不一致的教学模式的难题。 职前科学教师往往很难知道什么是科学教学的最佳做法。这些职前教师在整个教育生涯中遇到了广泛的教学实践变化,首先是K-12教室的学生,然后是本科STEM课程,以及在职前教育课程中,他们面临的教育理论和实践往往与其他两种经验不一致。在他们的本科职前教师准备的最后阶段,他们被安置在学校,开始他们的实习教学班旁边的合作教师,谁可能没有一个教学和学习理念,这是符合他们的职前STEM教育课程中推广的循证最佳实践。职前科学教师如何期望开发一个有效的教学模式和学习与混淆的信息,从他们的经验?本项目将研究发展一个强大的社区的支持准备教中学科学的职前教师的影响,因为他们制定了一个共同的愿景,教学和学习的基础上,科学教师从课程分析(STeLLA)的概念框架。社区将包括大学科学系,大学教育系,以及合作教师,职前教师遇到沿着他们的准备旅程作为一个本科生。社区将应用STELLA方法到他们自己的课程,职前教师采取作为他们的教师准备计划的一部分。参与大学的职前教师将收到一个一致的信息-一个对这种方法进行了十多年研究的信息。该项目还将研究该模型的三个不同实例,因为它是在不同的大学与中学职前科学教师实施。它将采用教学和学习(VATL)模型的视频案例分析,从STELLA方法的证据支持,为科学教师准备的连贯方法。这项重要的工作得到了改善本科STEM教育计划和罗伯特·诺伊斯教师奖学金计划的资助。该项目建立在一系列强有力的研究基础上,这些研究可以追溯到2004年,研究了小学教师和小学职前教师的专业学习的成功模式(STeLLA; Roth et al.,2011; Taylor等人,2017年)。这个VATL项目将利用和研究STeLLA专业学习模式与本科职前教师准备教中学科学。VATL有两个关键阶段。在第一阶段,牵头机构从事本科职前教师领导(大学科学系,大学教育系和学区合作教师)的社区发展的STeLLA专业发展模式的理解,并创建如何应用STeLLA模式在每个三所大学设置的共同愿景。在第一阶段之后,每所大学都将在对“科技、法律和环境法”模式的共同理解的基础上开设自己的职前课程,科学和教育教师也将“科技、法律和环境法”方法纳入自己的其他相关课程的教学中。在该项目的第二阶段,教师领导人社区在各自的机构与职前教师一起实施这一课程。这项新计划对职前教师和学生的影响将采用准实验的前测后测控制组设计进行研究。中学科学职前教师的成果包括内容知识(前和后),编码视频的关键教学策略(前和后),和课堂实践(仅后)的能力。初中和高中学生的结果将是内容知识测量(前和后)。由于中学职前科学教师经常教所有科学学科,这项研究将包括跨科学学科的内容成果。这项研究将包括大约66名职前中学科学教师在准实验,沿着大约2,000名初中和高中学生在科罗拉多州。该项目将告知社区的研究人员和教育工作者的高度成功的STELLA专业学习模式在新的背景下的潜在功效:本科中学职前科学课程。研究结果还将能够显示科罗拉多三所大学在实施方面的差异如何影响结果。

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