RAPID: Learning to Teach During COVID-19: Leveraging Simulated Classrooms as Practice-Based Spaces for Preservice Elementary Teachers within Online Teacher Education Courses

RAPID：在 COVID-19 期间学习教学：利用模拟教室作为在线教师教育课程中职前小学教师的实践空间

• 批准号: 2032179
• 负责人: Jamie Mikeska
• 金额: $ 19.94万
• 依托单位: Educational Testing Service
• 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 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2032179&HistoricalAwards=false
• 关键词: RAPID; Learning; Teach; During; COVID

School-based field experiences are a critical part of preservice teacher education. The COVID-19 pandemic has significantly disrupted the ability of teacher education programs to place their teacher candidates in typical K-12 teaching settings as a part of learning to teach. This project examines how simulated classroom field experiences for preservice teachers can be implemented in online and emergency remote teacher education courses. Elementary mathematics and science teacher educators are provided with opportunities to engage their preservice teachers in practice-based spaces using mixed-reality simulated classroom environments. These simulations are real-time lessons with animated student avatars that are voiced by an interactor who is responding to the teacher's lesson in real time in ways that represent authentic student thinking. This project aims to develop support materials for integrating simulated field experiences into elementary mathematics and science teacher education courses. The research will seek to understand what preservice teachers learn about teaching from these experiences, how teacher educators integrate the simulated field experiences into coursework, and how such simulated experiences can be integrated in remote, online courses in ways that support preservice teacher learning.This project advances knowledge through the development and deployment of simulation-based tools that develop preservice elementary teachers' abilities to teach mathematics and science. Preservice teachers use performance tasks to deliver instruction in the simulated classroom. The project develops support materials for teacher educators to integrate this work into online and/or emergency remote teacher education courses (in response to COVID-19) in ways that support engagement in ambitious teaching practice. The project assesses impact on preservice teachers' ambitious teaching practice through artifacts of the simulated classroom practice, including observations and recordings of the simulated interactions and preservice teacher surveys and assessments of their use of ambitious teaching practices. The project evaluates the ways in which teacher educators integrate the simulated field experience into their emergency remote teacher education courses through surveys and interviews. The research addresses the immediate COVID-19 pandemic challenges in providing field experiences for students and provides long-term support for the ongoing challenge of finding field experience settings that are conducive to preparing highly-qualified elementary mathematics and science teachers.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. 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 proposed 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.

校本实习是职前教师教育的重要组成部分。新冠肺炎的流行已经严重扰乱了教师教育项目将他们的教师候选人安排在典型的K-12教学环境中作为学习授课的一部分的能力。该项目研究如何在在线和紧急远程教师教育课程中实施为职前教师提供的模拟课堂现场体验。小学数学和科学教师教育工作者有机会利用混合现实模拟课堂环境，让他们的初级教师参与以实践为基础的空间。这些模拟是带有动画学生化身的实时课程，由互动演员为其配音，该互动演员以代表真实学生思维的方式实时回应老师的课程。该项目旨在开发支持材料，以便将模拟实地经验纳入小学数学和科学教师教育课程。这项研究将试图了解职前教师从这些经历中学到了什么，教师教育工作者如何将模拟的现场经验整合到课程工作中，以及如何将这些模拟经验整合到远程在线课程中，以支持职前教师的学习。该项目通过开发和部署基于模拟的工具来发展职前小学教师教授数学和科学的能力，从而促进知识的发展。职前教师使用绩效任务在模拟课堂上授课。该项目为教师教育工作者编写支持材料，以便将这项工作纳入在线和/或紧急远程教师教育课程(响应新冠肺炎)，以支持参与雄心勃勃的教学实践。该项目通过模拟课堂练习的人工制品来评估对职前教师雄心勃勃的教学实践的影响，包括对模拟互动的观察和记录，以及对职前教师使用雄心勃勃的教学实践的调查和评估。该项目通过调查和访谈，评估教师教育工作者将模拟实地经验融入其紧急远程教师教育课程的方式。这项研究解决了当前新冠肺炎大流行在为学生提供实地体验方面的挑战，并为寻找有助于培养高素质小学数学和科学教师的实地经验环境这一持续挑战提供长期支持。探索研究预科-12项目(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级学生和教师的科学、技术、工程和数学(STEM)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，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。