Analysis of a Teaching School Model for Improving STEM Undergraduate Teacher Education and Professionalism

在美国国家科学基金会改善本科STEM教育计划：教育与人力资源（IUSE: EHR）的支持下，该项目通过扩大选择城市STEM教学职业的有充分准备的STEM专业学生的数量，为国家利益服务。一个重要的国家优先事项是为美国学校的所有年轻人提供最高水平的STEM教师。要想取得完全的成功，城市STEM教师必须具备深厚的STEM知识，能够将STEM知识和实践转化为年轻人可以理解的东西，并对城市环境和年轻人有深刻的理解。为了大规模培养下一代高技能的城市STEM教师，需要采用新的方式来吸引、培养和留住教师。来自密歇根大学和底特律公立学校社区区的一组研究人员和教育工作者试图在大学如何招聘和准备STEM教师方面带来实质性的机构层面的变化。该项目的核心是“教学学校”的设计和实施，它借鉴了教学医院模式的最佳维度，为熟练和环境敏感的专业实践准备新手。在学生的大学和早期教学阶段，教学学院将在共享的城市学校环境中提供沉浸式教学实践。期望这段经验能提升职前及在职教师的专业技能及教师的专业认同。一项相关的研究将检验教学学校模式的成功与否。因此，该项目有可能产生新的知识，了解大学和中学系统的结合如何支持培养能够为所有学生提供严格STEM教学的熟练教师。在该项目的教学学院，就读于该大学中学教师教育计划（“实习生”）的本科STEM专业学生将学习使用复杂的基于探究和以学生为中心的方法进行教学。在专家教师（“出席教师”）和大学教师教育工作者（“出席教师教育工作者”）的指导下，实习生将相互授课。在三个学期的培训项目中，实习生将承担越来越高的责任。毕业并获得认证后，他们将获得“实习”报酬，并继续接受实习教师和实习教师教育者的指导。该项目将采用基于设计的研究方法和跨工作迭代周期和多个机构的过程评估，以支持和研究教学学院的实施。该项目将研究：1)STEM本科生的学习如何与制度结构、实践和工具相关联并得到支持；2)在教学学校培训的STEM教师如何促进青少年的STEM学习；3)教学学院模式的可持续性和实用价值。该分析旨在改进教师培训模式，建立概念验证，并产生关于如何招募和支持本科STEM职前教师的新知识，以便通过大学和中学系统的转型和协调提供公平和严格的STEM教学。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过IUSE机构和社区转型轨道，该计划支持高等教育机构和学科社区的STEM教育转型和改善。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。

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project serves the national interest by expanding the number of well-prepared STEM majors who choose careers in urban STEM teaching. An important national priority is to provide all young people in US schools with STEM teachers of the highest caliber. To be fully successful, urban STEM teachers must have deep STEM knowledge, the ability to translate STEM knowledge and practices into something young people can understand, and deep understanding of urban environments and youth. To prepare the next generation of highly-skilled, urban STEM teachers at scale requires new ways of attracting, preparing, and retaining teachers. A team of researchers and educators from the University of Michigan and the Detroit Public Schools Community District seeks to bring about substantive institutional-level changes in how undergraduate STEM majors at the University are recruited and prepared to be STEM teachers. At the core of this project is the design and implementation of a "Teaching School," which draws upon the best dimensions of the Teaching Hospital Model to prepare novices for skilled and contextually sensitive professional practice. During students' college and early teaching years, the Teaching School will provide an immersive teaching practice in a shared urban school setting. It is expected that this experience will enhance the pre- and in-service teachers' professional skills and professional identities as teachers. An associated research study will examine the success of the Teaching School Model. Thus, the project has the potential generate new knowledge about how alignment of university and secondary school systems can support the preparation of skilled teachers who can provide rigorous STEM teaching for all students.In the project's Teaching School, undergraduate STEM majors enrolled in the University's secondary teacher education program ("Interns") will learn to teach using sophisticated inquiry-based and student-centered approaches. This learning will occur as the Interns teach alongside one another, with guidance from expert teachers ("Attending Teachers") and university-based teacher educators ("Attending Teacher Educators"). As they move through the three-semester training program, the Interns will take on increasingly higher levels of responsibility. After graduation and certification, they will have paid "Residencies," with continued mentoring by Attending Teachers and Attending Teacher Educators. This project will employ design-based research methods and process evaluation across iterative cycles of work and multiple institutions to support and study the implementation of the Teaching School. The project will examine: 1) how STEM undergraduates' learning is related to and supported by institutional structures, practices, and tools; 2) how STEM teachers trained in the Teaching School contribute to adolescents' STEM learning; and 3) the sustainability and practical value of the Teaching School model. The analysis intends to improve the teacher-training model, establish a proof of concept, and generate new knowledge about how undergraduate STEM pre-service teachers can be recruited and supported to provide equitable and rigorous STEM teaching through the transformation and alignment of university and secondary systems. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the IUSE Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.