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

了解课程研究在 K-12 数学和科学教师教育中的作用

• 批准号: 2010137
• 负责人: Sharon Dotger
• 金额: $ 8.93万
• 依托单位: Syracuse University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010137&HistoricalAwards=false
• 关键词: Understanding; Role; Lesson; Study; 12

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.

本次会议将阐明数学和科学教师教育工作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，教师学习内容和课程，仔细计划课程以测试有关学生学习的可研究问题，在帮助收集数据的其他专业人员面前教授课程，并使用这些数据来评估学生的教学效果。课程研究的重点是研究课程设置与学生学习之间的联系，课程研究包含了将实践型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，在大学课堂上为职前教师使用课程研究是相对较新的，但它正变得越来越流行。由于课程研究主要用于教师的在职专业发展，很少有人知道如何才能最佳地用于职前教师教育。本计画将增进教师教育工作者对于如何将课例研究最佳化以教授职前教师的了解，并将此技术应用于未来教师的课程中。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，让更多的K-12学生有更好的机会学习这些科目。该项目将支持24名数学和科学教师教育工作者开展合作，以确定他们使用课程研究的教学目标以及他们认为的实施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其背景确定他们对课程研究过程所做的任何修改。通过合作确定教学目标，实施的有利和制约因素，以及对课程研究过程的循证调整，该项目将澄清参与者的课程研究实践。该项目将为其他教师教育工作者提供一本编辑过的书，以便在他们的教师教育计划中部署课程研究，从目前已知的内容出发，为未来的职前教师课程研究和研究奠定基础。此外，该项目还将利用教师教育中的课程研究建立一个教师教育工作者基线网络，今后可在此基础上进一步发展。探索研究preK-12计划（DRK-12）旨在通过研究和开发新的创新和方法，显着提高preK-12学生和教师的科学，技术，工程和数学的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。