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

该项目旨在解决个人作为K-12学生、STEM课程的本科生、教育课程的职前教师以及他们进入学校并与合作教师合作时所经历的多种和不一致的教学模式的难题。任职前的科学教师往往很难知道什么是教授科学的最佳做法。这些职前教师在他们的教育生涯中遇到了各种各样的教学实践，首先是作为学生在K-12课堂上，然后是在本科STEM课程中，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另外两种经验不一致。在本科职前教师准备的最后阶段，他们被安排在学校开始实习教学课程，旁边是一名合作教师，这名教师的教与学理念可能与他们职前STEM教育课程中推广的循证最佳做法不一致。如何期望任职前的科学教师开发一种有效的教与学模式，并从他们的经验中获得令人困惑的信息？该项目将研究为准备教授中学科学的职前教师建立一个强有力的支持社区的效果，因为他们根据科学教师从课堂分析中学习(STELLA)概念框架制定了共同的教与学愿景。社区将包括大学理科教师、大学教育教师以及职前教师在本科准备过程中遇到的合作教师。社区将把Stella方法应用到他们自己的课程中，这些课程是职前教师作为教师准备计划的一部分。参与的大学的职前教师将收到一个一致的信息--一个已经对这种方法进行了十多年研究的信息。该项目还将检查该模式的三个不同的实例，因为它在不同的大学中实施，有中级职前科学教师。它将采用视频教学分析(VATL)模式，并以Stella方法的证据为后盾，采取连贯一致的方法来准备科学教师。这项重要的工作得到了改善本科生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2004年的一系列研究基础上，研究了小学教师和小学职前教师的专业学习成功模式(Stella；Roth等人，2011；Taylor等人，2017)。该VATL项目将利用和研究STELLA专业学习模式，让本科生职前教师准备教授中学科学。VATL有两个关键阶段。在第一阶段，牵头机构与本科生职前教师领导(大学理科教师、大学教育教师和校区合作教师)组成一个社区，以加深对Stella专业发展模式的理解，并就如何在三所大学中的每一个环境中应用Stella模式建立共同的愿景。在第一阶段之后，每所大学将有自己的职前课程，建立在对Stella模式的共同理解的基础上，以及科学和教育教员将Stella方法融入到他们自己的其他相关课程的教学中。在该项目的第二阶段，教师领袖社区在各自的机构与职前教师一起实施这项课程。这项新计划对职前教师及其学生的影响将采用准实验前测-后测控制组设计进行研究。中学理科职前教师的成果包括内容知识(职前和职后)、为关键教学策略编写视频的能力(职前和职后)和课堂实践(仅限于职后)。初中生和高中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在所有科学学科中授课，这项研究将包括科学学科的内容成果。这项研究将包括大约66名职前中学理科教师参加准实验，以及科罗拉多州大约2000名初中生和高中生。这个项目将让研究人员和教育工作者了解在新的背景下，非常成功的Stella专业学习模式的潜在功效：本科、中学、职前科学课程。研究结果还将能够显示科罗拉多州三所大学在实施方面的差异可能会如何影响结果。

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.