Effective Novice Teachers: A Study of How Systems of Support Can Transform the Clinical Experience During Teacher Preparation

Noyce研究第4轨道项目旨在开发和研究支持系统，以帮助正在学习在高需求学校实施公平教学的教师做好准备。这种类型的教学为学生提供了深入思考核心主题思想、参与学科话语和解决实际问题的机会。它旨在吸引所有学生，无论性别、社会经济地位或文化背景如何，并使所有学生都能学习科学和数学。该项目建议：(a)测试工具、程序和材料，旨在培养职前教师对学生的了解；(b)找出适合处于不同学习阶段的新教师的教学方法；(c)支持合作教师发挥导师的作用；(d)调查代理和新手学习之间的联系。在此背景下，代理是寻求各种学习机会的能力，并倡导计划，教学和与学生互动的机会。这个项目会发展吗？机会学习资源?以及相关的案例研究。这些材料有潜力帮助其他教师教育项目提高职前教师的影响。临床经验，使更多的教师为自己的课堂做好准备，特别是在为不同种族、民族和语言的学生服务时。合作教师（经验丰富的教师）可以从其他项目资源中受益，这些资源将用于指导合作。这些材料还将包括复杂教学和学生智力参与的指导。通过教师教育项目、新教师和寄宿学校的导师采用这些学习材料的机会，可以创造一种共同的语言和对基于研究的临床实践的理解，这可以为更有效的教师实地实习提供信息。这项工作建立在先前资助的Noyce研究项目的基础上，该项目记录了68名职前教师的临床经验如何影响他们最终的实践，进而为他们未来的学生提供学习机会。基于这些数据，本项目旨在：a)通过结合以往和当前研究的结果，加强支持新手临床经验学习的系统框架；b)开发一套工具、程序和资源系统，教师教育计划及其学校合作伙伴可以使用该系统来增加职前教师学习的机会。雄心勃勃的指令?在他们实习的过程中；c)测试项目将开发的学习机会材料的实施和效果。60多名职前中学科学和数学教师及其合作教师将参与该项目。本研究中涉及的三个教师教育项目从不同的人群中招募新人，并将他们的新手送到不同的社区，主要是服务不足的城市、郊区和农村。这种参与应使项目能够根据其具体情况改进材料和执行程序，并根据不同的职前教师群体及其安置学校所服务的社区对调查结果进行分类。数据分析应该增加项目的行动理论和跨设置支持系统的功能。收集调查和访谈数据来检验资源系统是否影响职前教师学习机会的频率、可变性和质量。该项目将检查新教师在其临床经验过程中对这些机会的生产轨迹的坚持。研究结果将有助于了解职前教师如何在支持性条件下学习，并协助该项目提炼资源和项目经验，以优化职前教师作为专业教育者的潜在成功。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This Noyce Research Track 4 project seeks to develop and study systems of support for preparation of teachers who are learning to enact equitable instruction in high-needs schools. This type of instruction provides students with opportunities to reason deeply about core subject matter ideas, take part in the discourses of the discipline, and solve authentic problems. It is designed to engage all students, regardless of gender, socioeconomic status, or cultural background, and to enable all students to learn science and math. This project proposes to: (a) test tools, routines, and materials designed to develop pre-service teachers' knowledge of their students; (b) identify instructional practices appropriate for novice teachers at different points on their learning trajectories; (c) support cooperating teachers in their roles as mentors; and (d) investigate the links between agency and novice learning. In this context, agency is the capacity to seek out diverse opportunities to learn and to advocate for opportunities to plan, teach, and engage with students. The project will develop ?opportunities-to-learn resources? and associated case studies. These materials have the potential to help other teacher education programs improve the impact of preservice teachers? clinical experiences, resulting in more teachers who are prepared for their own classrooms, especially when serving racially, ethnically, and linguistically diverse students. Cooperating teachers (veteran teachers) may benefit from other project resources that will be designed to guide collaboration. These materials will also include guides for complex instruction and students' intellectual engagement. Adoption of these opportunities-to-learn materials by teacher education programs, novice teachers, and mentor teachers in host schools could create a common language and understanding of research-based clinical practices, which could inform more effective teacher field placements. This work builds on a previously-funded Noyce Research project that documented how the clinical experience of 68 pre-service teachers shaped their eventual practice, and by extension, chances for their future students to learn. Based on these data, this project intends to: a) strengthen the framework about systems of support for novice learning during clinical experiences by combining findings from the previous and the current study: b) develop a system of tools, routines, and resources that teacher education programs and their school partners can use to enhance pre-service teachers' opportunities-to-learn about ?ambitious instruction? over the course of their field placement; and c) test the implementation and effect of the opportunities-to-learn materials that the project will develop. More than 60 pre-service secondary science and mathematics teachers, and their cooperating teachers, will participate in the project. The three teacher education programs involved in this research study recruit from diverse demographics and send their novices to varied communities, mostly underserved urban, sub-urban, and rural. This participation should allow the project to improve materials and implementation procedures for their specific context, and to disaggregate the findings according to different groups of pre-service teachers and the communities served by their placement schools. Data analysis should increase the functionality of the project's theory of action and the system of supports across settings. Survey and interview data will be collected to test if the system of resources influences the frequency, variability, and quality of pre-service teachers' opportunities-to-learn. The project will examine the novice teachers' adherence to a productive trajectory of such opportunities over the course of their clinical experience. Study findings will contribute to understanding how pre-service teachers learn under supportive conditions, as well as assist the project in refining resources and programmatic experiences to optimize the potential success of pre-service teachers as professional educators.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.