CAREER: ILETES: Informal Learning Environments in Teacher Education for STEM

职业：ILETES：STEM 教师教育中的非正式学习环境

• 批准号: 1844256
• 负责人: Jennifer Adams
• 金额: $ 24.01万
• 依托单位: CUNY Graduate School University Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1844256&HistoricalAwards=false
• 关键词: CAREER; ILETES; Informal; Learning; Environments

This CAREER proposal focuses on the development of teachers' identities, which are operationalized as beliefs and practices, behaviors, and pedagogical knowledge. The PI uses a qualitative approach, occurring over two phases, to investigate the impact of formal-informal collaborations on identity development over time. The study is grounded in an ecological theoretical approach that incorporates a view of informal learning settings as learner-driven and unique in providing opportunities for interaction with objects during meaning-making experiences among groups of learners. The longitudinal research design includes collection of an array of data, including observations of teaching and learning activities, interviews, survey responses, and archival documents such as student work and videos of classroom experiences. The PI uses a narrative analysis and a grounded theoretical approach to generate themes about beliefs and practices around behaviors and pedagogical knowledge informed by informal science education experiences.Research findings and related educational activities inform the field's understanding of best practices of integrating informal science activities into science teacher education, including determining appropriate kinds of support for STEM teachers who learn to teach in informal learning environments (ILE). The PI is integrating research findings in the revision of existing courses and the development of new courses and experiences for both new and experienced teachers. The project addresses the need for empirical evidence of impacts of ILE experiences on professional development, and will build capacity of informal science institution and university professionals to provide effective teacher education experiences and new teacher support.

本职业建议侧重于教师身份的发展，这些身份被操作化为信仰和实践、行为和教学知识。PI采用定性方法，分两个阶段进行，调查正式-非正式合作对身份发展的影响。该研究以生态学理论方法为基础，将非正式学习环境视为学习者驱动的，并且在学习者群体之间的意义创造体验中提供与对象互动的独特机会。纵向研究设计包括收集一系列数据，包括对教学活动的观察、访谈、调查反馈和档案文件，如学生作业和课堂体验视频。PI采用叙事分析和扎实的理论方法，根据非正式科学教育经验，围绕行为和教学知识产生关于信念和实践的主题。研究结果和相关的教育活动为该领域了解将非正式科学活动纳入科学教师教育的最佳实践提供了信息，包括为学习在非正式学习环境（ILE）中教学的STEM教师确定适当的支持类型。PI将研究成果整合到现有课程的修订中，并为新老教师开发新课程和经验。该项目解决了对国际教育经验对专业发展影响的经验证据的需求，并将建立非正式科学机构和大学专业人员的能力，以提供有效的教师教育经验和新教师支持。