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

该项目关注的是调查的潜力，在线，跨国教师合作，提高专业发展，支持数学教师从实践中学习，并从另一个。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融入其实践特点的技能。通过相互合作设计和修改课程，数学教师可以通过多种方式支持彼此的学习，包括提出问题，建议替代方案，并根据他们不同的专业经验和知识详细考虑。该项目旨在制定一个面向实践的合作专业发展结构，通过促进教师与教师之间在文化背景下和跨文化背景下的互动，提高合作学习的能力。通过召集国际教师团体设计课程，并提供和回应他们的课程设计的评论，该项目介绍了浮出水面和破坏美国数学教学中的共同经验，假设和规范的可能性。具体而言，该项目将利用一种名为StoryCircles的创新形式为中学数学教师提供专业发展，作为教师与教师在文化内部和文化之间互动的背景。StoryCircles是一种以实践为基础的专业教育形式，它将教师聚集在一起，共同迭代地设计和修改课程。这个项目的更广泛的影响在于有可能扩大一个创新的，以实践为基础的，以经验为中心的专业发展模式，有大量的教师，可以以相对较低的成本制度化，并完全在线实施。该项目将通过三个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干预：（1）参与美国故事圈的中学数学教师之间的专业发展互动;（2）参与美国故事圈的中学数学教师构建的一套课程工件;（3）参与美国故事圈的中学数学教师之间的专业发展互动。以及（3）美国和国外的中学数学教师的专业注意力，否则他们不会参与课程的制作。该项目将召集8个故事圈小组（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，与其他教师分享。每一课都将由美国和国外的实践教师团队进行审查，他们将留下评论供编写团队考虑。一旦这些评论完成，故事圈小组将重新召集起来考虑评论，并修改他们的教训故事板。项目研究人员将利用在StoryCircles互动中收集的工件（包括视频，故事板课程和课程评论）以及从所有项目参与者那里收集的对基于ESPRIO的调查的回应，以探索数学教学的合理性，例如：教师的各种个人资源和专业的社会资源如何聚集在支持或反对与教学有关的决定的争论中开放的、新奇的问题？这些教师对实践的论点在不同国家的数学教学环境中有何不同？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出水面，挑战和破坏？探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）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拟议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。

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.