Collaborative Research: Advancing Mentor Teachers' Practices through Collaborative Pedagogical Reasoning

协作研究：通过协作教学推理推进导师实践

• 批准号: 2300665
• 负责人: Hala Ghousseini
• 金额: $ 100.87万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300665&HistoricalAwards=false
• 关键词: Collaborative; Research; Advancing; Mentor; Teachers

There is growing momentum to support teachers to engage in responsive mathematics teaching, which is critical to realizing more equitable instruction. In this approach, teachers recognize and attend to the diversity and substance of all students’ ideas and leverage those ideas in instruction. Yet, learning to engage in responsive mathematics teaching is challenging as this work requires interpreting classroom activity in-the-moment and making decisions that are well reasoned and intentional. This decision-making process, known as pedagogical reasoning, is often invisible to observers, making it hard for novices to learn. Teacher education programs typically provide novice teachers with opportunities to work in classrooms, alongside seasoned professionals (mentor teachers), however, the activity of pedagogical reasoning is rarely a focus of such mentoring. Given the importance of mentor teachers for novice teachers’ development of instructional practices and the amount of time novices spend in mentored classroom placements, the project researchers view the mentor-novice teacher relationship as a critical site for intervention. This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers refer to this type of mentoring as collaborative pedagogical reasoning (Co-PR). They will study mentor teachers’ development of Co-PR and its relationship to responsive teaching. They will also consider how different program structures and characteristics influence the development of Co-PR. Findings will produce usable practices for developing teachers’ mentoring strategies across different teacher education programs, which will subsequently support mentor and novice teachers’ learning of responsive mathematics teaching.This project aims to enhance the quality of elementary mathematics teaching by supporting mentor teachers to better prepare the next generation of novice teachers to engage in responsive mathematics teaching. This design-based intervention study is based on several hypotheses about how mentor teachers might play a stronger role in supporting novices to develop these practices in K-8 classrooms. Specifically, the researchers hypothesize that if mentor teachers make their pedagogical reasoning visible to novices through engagement in collaborative pedagogical reasoning (Co-PR), then novice teachers will learn about the invisible decision-making that skilled teachers engage in as they carry out responsive mathematics teaching. Further, they hypothesize that mentor teachers can be supported to engage in Co-PR through the design of learning opportunities that afford joint inquiry with others and are mediated with shared tools, designed to guide both disciplinary and equitable aspects of responsive teaching. Using an inquiry group professional development structure at three strategic sites, the researchers aim to build mentoring tools and structured opportunities that support mentor teachers to make visible the layers of their decision making and to facilitate Co-PR with novices before, during, and after teaching. The project team will study the development of mentor and novice teachers’ Co-PR, exploring growth in their pedagogical reasoning and factors that contribute to this development. They will also investigate how the enactment of Co-PR differs across teacher education types and programs. Findings will contribute to scholarly insights about mentor and novice teacher development and will generate a set of mentoring tools useful to the fields of mathematics education and teacher education. 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.

支持教师参与反应性数学教学的势头越来越大，这对实现更公平的教学至关重要。在这种方法中，教师认识到并关注所有学生思想的多样性和实质，并在教学中利用这些思想。然而，学习参与响应式数学教学是具有挑战性的，因为这项工作需要解释课堂活动的时刻，并作出合理和故意的决定。这个决策过程，被称为教学推理，通常是不可见的观察者，使新手很难学习。教师教育计划通常为新手教师提供在课堂上工作的机会，与经验丰富的专业人士（导师教师）一起工作，然而，教学推理活动很少是这种指导的重点。鉴于指导教师对新手教师发展教学实践的重要性以及新手在指导课堂上花费的时间，项目研究人员将指导教师与新手教师的关系视为干预的关键场所。该项目利用导师的作用，以支持新手的教学推理的发展，并增加他们将准备从事反应数学教学的可能性。三个不同结构的教师教育计划的导师教师将获得专业发展，旨在使他们的教学推理可见，并支持他们在这种类型的教师思维与新手合作。研究人员将这种类型的指导称为协作教学推理（Co-PR）。他们将研究指导教师的共同PR的发展及其与反应教学的关系。他们还将考虑不同的程序结构和特点如何影响共同公关的发展。调查结果将产生可用的做法，为发展教师的指导策略，在不同的教师教育计划，，以协助导师和新教师学习反应式数学教学。本计划旨在协助导师教师为下一阶段的数学教学作好准备，从而提升小学数学教学的质素。新一代教师从事反应性数学教学。这项设计为基础的干预研究是基于几个假设如何导师教师可能会发挥更大的作用，支持新手发展这些做法在K-8教室。具体来说，研究人员假设，如果导师教师通过参与协作教学推理（Co-PR）使他们的教学推理对新手可见，那么新手教师将了解熟练教师在进行响应式数学教学时所做的无形决策。此外，他们假设，可以通过设计学习机会来支持导师教师参与Co-PR，这些学习机会提供与其他人的联合探究，并通过共享工具进行调解，旨在指导响应式教学的纪律和公平方面。研究人员在三个战略地点使用调查小组专业发展结构，旨在建立指导工具和结构化机会，支持导师教师使他们的决策层可见，并在教学之前，期间和之后促进与新手的共同PR。项目组将研究导师和新手教师的共同PR的发展，探索他们的教学推理的增长和有助于这种发展的因素。他们还将调查如何制定共同公关不同教师教育类型和方案。研究结果将有助于对导师和新手教师发展的学术见解，并将产生一套有用的数学教育和教师教育领域的指导工具。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。