Examining an On-line, International Exchange Professional Development Program for High School Teachers

审查高中教师在线国际交流专业发展计划

• 批准号: 2201087
• 负责人: Amanda Brown
• 金额: $ 265.13万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201087&HistoricalAwards=false
• 关键词: Examining; line; International; Exchange; Professional

This project is concerned with investigating the potential that online, cross-national teacher collaboration has for improving professional development that supports mathematics teachers in learning from practice and from one another. Designing professional development that leverages teachers’ experiences and knowledge is one way to support teachers’ professional learning, as it allows teachers to focus on developing skills that are integrated into the particularities of their practice. By collaborating with one another to design and revise lessons, mathematics teachers can support one another’s learning in many ways, including asking questions, suggesting alternatives, and detailing considerations based on their varying professional experiences and knowledge. This project aims to elaborate a structure for practice-oriented, collaborative professional development that increases the capacities for collaborative learning by facilitating teacher-to-teacher interactions within and across cultural contexts. By convening international groups of teachers to design lessons and provide and respond to commentaries on their lesson designs, the project introduces possibilities for surfacing and disrupting common experiences, assumptions, and norms in US mathematics teaching. Specifically, the project will leverage an innovative form of professional development for secondary mathematics teachers called StoryCircles as a context for teacher-to-teacher interaction within and across cultures. StoryCircles is a practice-based form of professional education that gathers teachers to collectively and iteratively design and revise a lesson. The broader impacts of this project lie in the possibility to scale an innovative, practice-based, lesson-centered model of professional development with large numbers of teachers that can be institutionalized at relatively low cost and implemented completely online. The project will unfold across three interconnected studies that aim to describe and explain how intra- and cross-cultural annotations of lessons, serve to intervene on: (1) the professional development interactions among secondary mathematics teachers engaged in US-based StoryCircles; (2) the set of lesson artifacts constructed by secondary mathematics teachers engaged in US-based StoryCircles; and (3) the professional noticing of secondary mathematics teachers in the US and abroad who were otherwise uninvolved in the lesson’s production. The project will convene eight StoryCircles groups (made up of 6 inservice teachers drawn from the US) who will work together to design algebra and geometry lessons for sharing with other teachers. Each lesson will be reviewed by teams of practicing teachers both in the US and abroad who will leave comments for the authoring team to consider. Once these commentaries are completed, the StoryCircles groups will reconvene to consider the commentaries and make revisions to their lesson storyboards. Project researchers will draw on artifacts collected across the StoryCircles interactions (including video, storyboarded lessons, and lesson commentaries) as well as responses gathered from all project participants to scenario-based surveys to explore aspects of the rationality of mathematics teaching, such as: How are various personal resources of teachers and social resources of the profession assembled in arguments for or against decisions relevant to teaching with open, novel problems? How do those teachers’ arguments for practice vary across national contexts of mathematics teaching? How can that variance be leveraged to support the surfacing, challenging, and disrupting of US teachers’ cultural assumptions about mathematics teaching and learning?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.

该项目致力于调查在线、跨国教师合作在改善专业发展方面的潜力，以支持数学教师在实践中和相互学习中学习。设计利用教师经验和知识的专业发展是支持教师专业学习的一种方式，因为它使教师能够专注于发展与其实践的特殊性相结合的技能。通过相互协作设计和修改课程，数学教师可以通过许多方式支持彼此的学习，包括提问、提出替代方案，以及根据不同的专业经验和知识详细说明考虑因素。该项目旨在制定一种注重实践的协作专业发展结构，通过促进文化背景内和跨文化背景下的教师与教师之间的互动来提高协作学习的能力。通过召集国际教师团体设计课程，并提供和回应关于他们课程设计的评论，该项目引入了浮出水面并颠覆美国数学教学中共同经验、假设和规范的可能性。具体地说，该项目将利用一种名为StoryCircle的中学数学教师专业发展的创新形式，作为教师与教师之间在不同文化之间进行互动的背景。StoryCircle是一种以实践为基础的专业教育形式，它聚集教师集体迭代地设计和修改一节课。该项目更广泛的影响在于有可能推广一种创新的、以实践为基础、以课程为中心的专业发展模式，拥有大量教师，这种模式可以相对较低的成本制度化，并完全在网上实施。该项目将通过三项相互关联的研究展开，旨在描述和解释课程的内部和跨文化注释如何用于干预：(1)从事美国StoryCircle的中学数学教师之间的专业发展互动；(2)由从事美国StoryCircle的中学数学教师构建的一套课程人工制品；以及(3)美国和国外的中学数学教师的专业注意，他们本来没有参与课程的制作。该项目将召集8个StoryCircle小组(由6名来自美国的在职教师组成)，他们将共同设计代数和几何课程，并与其他教师分享。每一节课都将由美国和国外的实习教师团队进行审查，他们将留下评论供写作团队考虑。一旦这些评论完成，StoryCircle小组将再次开会审议评论，并对他们的课程情节提要进行修改。项目研究人员将利用从StoryCircle互动中收集的人工制品(包括视频、故事板课程和课程评论)，以及从所有项目参与者对基于情景的调查收集的回应来探索数学教学合理性的各个方面，例如：如何将教师的各种个人资源和专业的社会资源整合在支持或反对与教学决策相关的开放式、新颖问题的论点中？不同国家的数学教学背景下，这些教师对实践的观点有何不同？如何利用这种差异来支持美国教师对数学教学和学习的文化假设的浮现、挑战和颠覆？探索研究预科-12课程(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。 -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。该奖项反映了美国国家科学基金会的法定使命，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。

项目成果

On designing better structures for feedback in practice-based professional development: Using “failure” to innovate

关于在基于实践的专业发展中设计更好的反馈结构：利用“失败”进行创新

• DOI: 10.1007/s10857-023-09588-1
• 发表时间: 2023
• 期刊: Journal of Mathematics Teacher Education
• 影响因子: 2.1
• 作者: Brown, Amanda M.;Herbst, Patricio G.
• 通讯作者: Herbst, Patricio G.

What does it mean for geometry teachers to improve a lesson? A multimodal analysis.

对于几何教师来说，改进课程意味着什么？

• 发表时间: 2023
• 期刊: NV.
• 作者: Schwarts, Gil