Improving Secondary STEM Teacher Preparation for High-need Schools Through Diverse Teaching Experiences, Including Simulated Virtual Reality Classrooms

通过模拟虚拟现实教室等多样化教学体验，提高高需求学校中学 STEM 教师的准备水平

• 批准号: 2050395
• 负责人: Matthew Hollowell
• 金额: $ 117.29万
• 依托单位: Marian University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050395&HistoricalAwards=false
• 关键词: Improving; Secondary; STEM; Teacher; Preparation

This project aims to serve the national interest by increasing the number of highly effective secondary STEM teachers in Indiana’s high-need schools. Indiana has shortages of secondary teachers in mathematics and all science disciplines. The project aims to help fill this need by preparing biology, chemistry, and mathematics undergraduate majors to become secondary mathematics or science teachers in high-need schools. These prospective teachers will benefit from multiple experiences that help prepare them for teaching. For example, the project will use innovative, virtual reality simulations to expose future teachers to diverse teaching and learning environments, as well as to academic and behavioral complexities that exist in real classrooms. The COVID-19 public health crisis has imposed enormous challenges on institutes of higher education and teacher education programs that require classroom (field) experience. Advancements in virtual reality simulation training have the potential to meet this need, and in the process change how teachers are prepared in the United States. This targeted preparation is intended to increase prospective teachers’ self-efficacy before they begin in-person field experiences. Once the prospective teachers complete the teacher preparation program, the project will provide ongoing support so that the new teachers continue to be part of a professional community and are retained as STEM teachers in high-need schools.This project at Marian University includes partnerships with three Indiana education agencies: Decatur Township Schools, Indianapolis Public Schools. and Perry Township Schools. Over five years, the project will provide scholarship and academic support for twenty-two undergraduates pursuing a dual degree in secondary teaching and mathematics or science (biology or chemistry). Additional objectives of the project are to improve the preparation of these future teachers through a variety of high-quality clinical experiences, (e.g., instructional rounds, practice sessions, virtual simulations, service learning, clinical teaching, and intervention and assessments). It also intends to provide a suite of professional supports to increase the number of graduates who remain teaching in high-need schools. The intellectual merit of the project lies in examining the impact of simulated virtual reality environments on the self-efficacy and retention of math and science for prospective and practicing teachers. In addition to increasing the number of STEM educators prepared to teach in urban, high-need secondary schools, the project will advance the use of virtual reality simulations for teacher preparation, which has the potential to enhance and improve training of STEM educators and all educators across the United States. The project will examine the impact of simulated virtual reality environments versus other types of field experiences on the self-efficacy of participating prospective teachers, using the Teachers’ Sense of Efficacy Scale and interviews. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目旨在通过增加印第安纳州高需求学校的高效中学STEM教师数量来服务于国家利益。印第安纳州缺少数学和所有科学学科的中学教师。该项目旨在帮助满足这一需求，准备生物，化学和数学本科专业成为中学数学或科学教师在高需求的学校。这些未来的教师将受益于多种经验，帮助他们为教学做好准备。 例如，该项目将使用创新的虚拟现实模拟，让未来的教师接触到多样化的教学和学习环境，以及真实的教室中存在的学术和行为复杂性。COVID-19公共卫生危机对需要课堂（实地）经验的高等教育机构和教师教育项目带来了巨大挑战。虚拟现实模拟培训的进步有可能满足这一需求，并在此过程中改变教师在美国的准备方式。这种有针对性的准备是为了提高未来教师的自我效能感之前，他们开始在人的实地经验。一旦未来的教师完成教师准备计划，该项目将提供持续的支持，使新教师继续成为专业社区的一部分，并保留在高需求的学校作为STEM教师。玛丽安大学的这个项目包括与三个印第安纳州教育机构的合作伙伴关系：迪凯特镇学校，印第安纳波利斯公立学校。和佩里镇学校该项目将在五年内为22名攻读中学教学和数学或科学（生物或化学）双学位的本科生提供奖学金和学术支持。该项目的其他目标是通过各种高质量的临床经验（例如，教学轮，实践会议，虚拟模拟，服务学习，临床教学，干预和评估）。 它还打算提供一套专业支持，以增加在高需求学校任教的毕业生人数。该项目的智力价值在于研究模拟虚拟现实环境对未来和实践教师的自我效能感和数学和科学保留的影响。除了增加准备在城市，高需求中学任教的STEM教育工作者的数量外，该项目还将推动使用虚拟现实模拟进行教师培训，这有可能加强和改善STEM教育工作者和所有教育工作者的培训。该项目将使用教师效能感量表和访谈，研究模拟虚拟现实环境与其他类型的实地经验对参与未来教师自我效能感的影响。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。