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Research Initiation: A Hybrid Community of Practice Model to Prepare Pre-Service Teachers to Teach Engineering

研究启动：混合实践社区模式，为职前教师做好工程教学准备

基本信息

批准号：
2106319
负责人：
Betsy Chesnutt
金额：
$ 20万
依托单位：
University of Tennessee Knoxville
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2106319&HistoricalAwards=false
关键词：
Research Initiation Hybrid Community Practice

项目摘要

When pre-service teachers are provided with focused and effective training, they will be better equipped to provide engaging, relevant engineering experiences to K-12 students. Previous research has demonstrated that providing K-12 students access to these types of activities is critical to create a more engineering literate society, diversify the engineering workforce, and encourage and prepare more students to pursue engineering careers. However, very few colleges and universities currently provide any training to prepare pre-service teachers to teach engineering, and although there are some courses that are currently being offered at a few institutions, there has been very little research into the effectiveness of these courses, and there is no clear guidance available on how to best prepare pre-service teachers to teach engineering effectively. In this project, pre-service teachers at the University of Tennessee Knoxville will complete a service learning course in which they interact directly with engineering students to learn about K-12 engineering education, develop lesson plans and projects that can be used both in the K-12 classroom and in informal educational settings, and work directly with K-12 students at after-school engineering clubs, virtual and in person STEM family nights, and other outreach activities. The impact of participating in this type of course, which is structured to facilitate the development of a community of practice consisting of both pre-service teachers and engineering students, on pre-service teachers’ perceptions of engineers and engineering work and confidence in their own ability to teach engineering effectively will be examined. The ultimate goal of this work is to develop best practices and models for training pre-service teachers to teach engineering effectively. This project will explore the ways in which participation in a hybrid community of practice affects pre-service teachers’ perceptions of engineering and teaching engineering self-efficacy. Pre-service teachers enrolled in the VolsTeach program at the University of Tennessee Knoxville will join engineering undergraduate students to complete a service learning course that is co-taught by faculty from engineering and education (EF 327 - Engineering Design in K-12 Education). This course is structured to create a hybrid community of practice in which students collaborate with faculty and local K-12 teachers to develop relevant, engaging engineering-focused projects and activities that can be incorporated into K-12 classrooms. This course provides an ideal context to examine the ways in which this model of engagement affects pre-service teachers’ perceptions of engineering and teaching engineering self-efficacy. This two phase project will use both qualitative and quantitative methods to investigate how pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy are affected by participation in this type of service learning course. In phase 1, the perceptions and self-efficacy of pre-service teachers who have not yet completed EF 327 will be explored, and the results of this phase of the project will be used to modify elements of the course to address the specific needs of these pre-service teachers. In phase 2, the perceptions and self-efficacy of pre-service teachers who are currently enrolled in the course will be examined as they work collaboratively with engineering students. The overall goal of the project is to understand the ways in which pre-service teacher self-efficacy and perceptions are impacted by participation in this hybrid community of practice. The knowledge generated from this project will inform the ways that pre-service teachers are prepared to teach engineering in the future.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.

当职前教师提供有针对性和有效的培训，他们将更好地装备提供引人入胜的，相关的工程经验，以K-12学生。以前的研究表明，为K-12学生提供这些类型的活动对于创建一个更具工程素养的社会，使工程劳动力多样化，鼓励和准备更多的学生从事工程职业至关重要。然而，目前很少有学院和大学提供任何培训，以准备职前教师教工程，虽然有一些课程，目前正在提供的一些机构，有很少的研究，这些课程的有效性，并没有明确的指导，如何最好地准备职前教师有效地教工程。在这个项目中，田纳西大学诺克斯维尔的职前教师将完成一个服务学习课程，在这个课程中，他们将直接与工程专业的学生互动，了解K-12工程教育，制定可在K-12课堂和非正式教育环境中使用的课程计划和项目，并直接与K-12学生在课后工程俱乐部工作，虚拟和亲自STEM家庭之夜以及其他外展活动。参加这种类型的课程，其结构是为了促进实践社区的发展，包括职前教师和工程专业学生，对职前教师的工程师和工程工作的看法和信心，在自己的能力，有效地教工程的影响将被检查。这项工作的最终目标是开发最佳实践和模型，以培训职前教师有效地教授工程学。本研究将探讨参与混合型实践社群对职前教师工程学认知与教学工程学自我效能的影响。就读于田纳西大学诺克斯维尔VolsTeach计划的职前教师将加入工程本科生，完成由工程和教育教师共同教授的服务学习课程（EF 327 -K-12教育中的工程设计）。本课程旨在创建一个混合实践社区，让学生与教师和当地K-12教师合作，开发相关的，以工程为重点的项目和活动，这些项目和活动可以纳入K-12课堂。本课程提供了一个理想的背景下，研究这种模式的参与影响职前教师的工程和教学工程自我效能感的看法的方式。本研究分两个阶段进行，采用质与量的研究方法，探讨职前教师参与服务学习课程后，对工程及工程教学自我效能感的看法。在第一阶段，将探讨尚未完成EF 327的职前教师的看法和自我效能，并利用这一阶段项目的结果修改课程的内容，以满足这些职前教师的特殊需要。在第二阶段，目前就读于课程的职前教师的看法和自我效能将被检查，因为他们与工程专业的学生合作。该项目的总体目标是了解职前教师的自我效能感和看法的方式受到影响，参与这种混合的实践社区。从这个项目中产生的知识将告知职前教师准备在未来教工程的方式。这个奖项反映了NSF的法定使命，并已被认为是值得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的支持。