Understanding the Role of Lesson Study in K-12 Mathematics and Science Teacher Education

这次会议将阐明数学和科学教师教育者目前如何利用课程研究来准备职前教师。课程研究是一个结构化的过程，教师研究内容和课程，仔细计划课程以测试关于学生学习的可研究问题，在其他专业人员面前教授课程，这些专业人员帮助收集数据，并使用这些数据来评估教学对学生的有效性。课程研究的重点是研究课程制定与学生学习之间的联系，它包含了将基于实践的教师教育与学校和课堂联系起来的结构。通过对教学效果的评估，其结果，无论是积极的还是消极的，都可以应用于其他相关的教学。在美国，职前教师在大学课堂上使用课堂研究相对较新，但它正变得越来越受欢迎。由于课程研究主要用于教师在职专业发展，如何将其最佳地用于职前教师教育尚不清楚。该项目将提高教师教育工作者对如何优化课程学习以教授职前教师的理解，这将有助于将该技术带到他们的项目中。当职前教师准备得更好时，高质量的数学和科学教学可能会扩展到更多的学校，给更多的K-12学生更好的机会学习这些科目。该项目将支持24位数学和科学教师教育工作者合作，确定他们使用课程研究的教学目标，以及他们认为实施这些目标的有利因素和制约因素。鉴于大学和学校的结构和重点各不相同，教师教育工作者将根据他们的情况确定他们对课程学习过程所做的任何修改。通过协作确定教学目标、启用和约束实施因素以及对课程学习过程的循证调整，本项目将澄清参与者的课程学习实践。该项目将为其他教师教育工作者提供一本经过编辑的书籍，用于在他们的教师教育计划中部署课程研究，从目前已知的基础上建立，并为未来的职前教师课程研究设定一个轨道。此外，该项目还将在教师教育中利用课程研究建立一个教师教育工作者的基线网络，以供将来使用。探索研究preK-12项目（DRK-12）旨在通过研究和开发新的创新和方法，显著提高preK-12学生和教师对科学、技术、工程和数学的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为项目提供了理论和实证依据。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 conference will shed light on how mathematics and science teacher educators are currently using lesson study to prepare pre-service teachers. Lesson study is a structured process for teachers to study content and curriculum, carefully plan lessons to test a researchable question about student learning, teach the lesson in front of other professionals who help gather data, and use that data to evaluate the efficacy of the instruction for the students. With its focus on researching the connection between lesson enactment and student learning, lesson study contains structures for connecting practice-based teacher education to schools and classrooms. By evaluating the efficacy of the instruction, the outcomes, positive or negative, can be applied to other relevant instruction. The use of lesson study in college classes for pre-service teachers is relatively new in the United States, but it is becoming more popular. Because lesson study has been used primarily for in-service professional development of teachers, little is known about how it can be optimally employed for pre-service teacher education. This project will improve teacher educators' understanding of how lesson study can be optimized to teach pre-service teachers which will help bring this technique to the future teachers in their programs. When pre-service teachers are better prepared, high quality mathematics and science instruction may be expanded to more schools, giving more K-12 students improved opportunities to learn these subjects. This project will support twenty-four mathematics and science teacher educators to collaborate in identifying their pedagogical goals for using lesson study and the enabling and constraining factors for its implementation that they perceive. Given that universities and schools have variance in their structures and focus, teacher educators will identify any modifications they have made to the lesson study process considering their context. By collaboratively identifying pedagogical goals, enabling and constraining implementation factors, and evidence-based adjustments to the lesson study process, this project will clarify the lesson study practices of the participants. The project will yield an edited book for other teacher educators to deploy lesson study in their teacher education programs, building from what is currently known and setting a trajectory for future pre-service teacher lesson study and research. Additionally, the project will establish a baseline network of teacher educators using lesson study within teacher education that can be built upon in the future. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers, through the research and development of new innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for the projects.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.