Collaborative Research: Attaining Excellence in Secondary Mathematics Clinical Experiences with a Lens on Equity

许多数学教师教育项目的一个目标是培养能够使用教学实践的教师，使所有中学生都能理性地理解数学。临床经验使教师候选人能够教学，观察其他教师，并与指导教师合作，从而应用他们从课程中学到的东西。事实上，临床经验被认为对长期教学实践的影响比课程工作更大。本项目将研究不同类型的临床经验如何影响职前教师实施公平的教学实践。由24所大学及其学校合作伙伴组成的联盟将进行这项研究，为评估多个机构的不同临床经验奠定基础。该联盟的成员已经参与了公立和赠与土地大学协会(APLU)的数学教师教育伙伴关系(MTE-P)。MTE-P将使用网络改进社区(NIC)设计来开发临床经验，以培养候选人教师在公平教学策略中的技能，目标是提高中学生在满足大学和职业准备标准的数学方面的成功。这项计划将设计和研究机制，以协助推行下列不同的模式：1)方法课程，让辅导教师和应聘教师体验共同的学习机会；2)结对就业模式，即两名准教师与一名辅导教师配对，让辅导教师担任两名职前教师和职前教师的导师和导师，互相提供反馈和支援；及3)共同策划和合作教学，透过候选人和辅导教师之间的合作和沟通，帮助候选人获得更多教学知识和学生的知识。将收集数据，以指导NIC设计后模型的持续改进，并确定不同临床模型的有效性。NIC设计的使用将促进对临床经验替代模式的理解，这些模式可以促进候选人的教学技能以及导师和大学导师支持这些经验的能力，因为这些模型使用不断的改进周期进行改进。在一系列机构中测试这些模型将增加对支持当地环境所需的适应的理解。这三种模式将通过MTE-P由90所大学及其K-12合作伙伴组成的全国网络传播给APLU更广泛的成员，这些合作伙伴的共同目标是改变中学数学教师的培养。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更广泛的教师培养目标的一致性。

An aim of many mathematics teacher education programs is to produce teachers who can use teaching practices that enable all secondary students to reason with and make sense of mathematics. Clinical experiences enable teacher candidates to teach, observe other teachers, and collaborate with mentor teachers, thus applying what they learned from their coursework. In fact, clinical experiences have been cited as more influential on long-term teaching practices than coursework. This project will study how different types of clinical experiences affect preservice teachers' implementation of equitable teaching practices. A consortium of 24 universities and their school partners will conduct the study, setting the stage for evaluation of different clinical experiences across multiple institutions. Members of this consortium are already engaged in the Association of Public and Land-grant Universities' (APLU's) Mathematics Teacher Education Partnership (MTE-P). The MTE-P will use a networked improvement community (NIC) design to develop clinical experiences that build candidate teachers' skills in equitable teaching strategies, with the goal of increasing the success of secondary school students in meeting college- and career-ready standards in math. The project will design and study mechanisms to aid in the implementation of the following alternative models: 1) methods courses in which mentor teachers and teacher candidates experience common learning opportunities; 2) the paired placement model, in which two prospective teachers are paired with a single mentor teacher, allowing the mentor teacher to serve as coach and mentor for the two preservice teachers and the preservice teachers to give each other feedback and support; and 3) co-planning and co-teaching, which has been found to help teacher candidates gain greater pedagogical content knowledge and knowledge of students through collaboration and communication between teacher candidates and mentor teachers who work together to plan, implement, and assess instruction. Data will be collected to guide the continued improvement of the models following the NIC design and to determine the effectiveness of the different clinical models. The use of an NIC design will accelerate understanding of the alternative models for clinical experiences that promote candidates' craft of teaching and the capacity of mentors and university supervisors to support those experiences, as the models are refined using continuous improvement cycles. Testing the models across a range of institutions will increase understanding of adaptations needed to support local contexts. The three models will be disseminated to APLU's broader membership through MTE-P's national network of 90 universities and their K-12 partners who have the common goal of transforming secondary mathematics teacher preparation. 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.