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Collaborative Research: Investigating Early Field Experiences for Prospective Mathematics Teachers through the University Teaching Experience Model

合作研究：通过大学教学经验模型调查未来数学教师的早期现场经验

基本信息

批准号：
1726364
负责人：
Michelle Cirillo
金额：
$ 43.59万
依托单位：
University of Delaware
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：
2017-08-15 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726364&HistoricalAwards=false
关键词：
Collaborative Research Investigating Early Field

项目摘要

This IUSE Development and Implementation for Engaged Student Learning project addresses the urgent need to improve the preparation of undergraduate prospective secondary mathematics teachers. The project will test the implementation of a field experience model designed to accelerate prospective teachers? capacity to design and implement equitable learning environments that enhance understanding and achievement in mathematics from the start of their teaching careers. The project will research the implementation of the University Teaching Experience (UTE) model where secondary prospective teachers assume teaching responsibility in an undergraduate mathematics course early in their preparation program with mentoring provided by mathematics teacher educators. Enhancing early field experiences for novice mathematics teachers can better prepare them for their initial years of practice. Since high-needs schools largely employ early career teachers, improving student outcomes in high-need schools depends upon making sure that novices are well-prepared for ambitious teaching as soon as they enter the profession. This project involves collaborative research across three different teacher preparation programs (Michigan State University, The Pennsylvania State University, and University of Delaware) to achieve two broad aims: (1) assess the portability of the UTE model to a wide range of university-based teacher preparation institutions and (2) gather both quantitative and qualitative data to investigate the development of PSTs' knowledge about teaching and their teaching practice as a result of participating in the UTE. Data collection will include videorecorded observations of PSTs' teaching twice during the UTE with follow-up observations of teaching twice during the PSTs' subsequent student teaching placement to determine the influence of the UTE experience on practice in secondary mathematics classrooms. Additionally, participants will complete pre and post-assessment of their knowledge of algebra teaching and participate in interviews during their UTE experience. Control group data from two of three implementation sites will be compared to UTE participants' data to assess the effectiveness of the UTE. Finally, to determine the scalability of the UTE model, final grade data for students enrolled in the mathematics courses involved in the UTE will be collected and analyzed, along with artifacts of implementation, such as syllabi from each institution. Research findings will inform the field about how the prospective teachers' knowledge and algebra teaching practices are influenced by mentored teaching experiences early in their preparation program. In particular, this study is among the first to examine how prospective teachers' understanding of the professional obligations of mathematics teaching that guide teacher decision making develop as a result of participating in such early field experiences. Finally, the findings will inform teacher preparation in other subject areas, such as science education, by providing a model for teacher preparation courses to partner with other introductory undergraduate courses that also serve as gateways to STEM degrees. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.

这个IUSE的发展和实施为初中学生学习项目解决了迫切需要提高准备本科准中学数学教师。该项目将测试旨在加速未来教师的实地经验模型的实施？设计和实施公平的学习环境的能力，从他们的教学生涯开始，提高对数学的理解和成就。该项目将研究大学教学经验（UTE）模式的实施情况，在这种模式下，中学未来的教师在数学教师教育工作者的指导下，在准备课程的早期承担本科数学课程的教学责任。加强新手数学教师的早期实地经验可以更好地为他们的最初几年的实践做好准备。由于高需求学校主要雇用早期职业教师，因此提高高需求学校学生的成绩取决于确保新手在进入职业后就为雄心勃勃的教学做好充分准备。该项目涉及三个不同的教师准备计划的合作研究（密歇根州立大学、宾夕法尼亚州立大学和特拉华州大学），以实现两个广泛的目标：（1）评估UTE模式是否可广泛移植到以大学为基础的教师培训机构，以及（2）收集定量和定性的数据，调查参与大学英语教学的小学教师的教学知识和教学实践的发展情况。数据收集将包括两次录像观察的小学教师的教学过程中，与后续观察教学两次在小学教师随后的学生教学安置，以确定在中学数学课堂上的实践的影响，大学教师的经验。此外，参与者将完成他们的代数教学知识的前和后评估，并在他们的UTE经验参加面试。来自三个实施地点中的两个的对照组数据将与UTE参与者的数据进行比较，以评估UTE的有效性。最后，为了确定UTE模型的可扩展性，将收集和分析参加UTE中涉及的数学课程的学生的最终成绩数据，沿着实施的工件，例如来自每个机构的教学大纲。研究结果将告知该领域的未来教师的知识和代数教学实践是如何影响辅导教学经验的早期在他们的准备计划。特别是，这项研究是第一个研究未来的教师如何理解的专业义务的数学教学，指导教师决策发展的结果，参与这种早期的实地经验。最后，调查结果将为其他学科领域的教师准备提供信息，例如科学教育，为教师准备课程提供一个模型，与其他入门本科课程合作，这些课程也是STEM学位的门户。罗伯特·诺伊斯教师奖学金计划为该项目提供共同资助，以表彰其与诺伊斯努力的更广泛的教师准备目标保持一致。