Support Partnership for New Bilingual Science and Engineering Teachers

支持新双语科学与工程教师的合作伙伴关系

• 批准号: 2300927
• 负责人: Alberto Esquinca
• 金额: $ 120.2万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2027-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300927&HistoricalAwards=false
• 关键词: Support; Partnership; New; Bilingual; Science

This project examines how Latine, bilingual teachers' dispositions to teach science and engineering to bilingual learners change as they enter the teaching profession. Specifically, it explores bilingual teachers' transition from a period of strong social support to one of scarce social support, i.e., from being Bilingual Teacher Candidates to Novice Bilingual Teachers (NBTs) as they plan and teach bilingual science and engineering lessons. Given the isolation that many new teachers face, the project positions NBTs as teachers of science and engineering and provides them with a network of support including peer coaching, mentorship, and a professional learning community. This work is important because scarce social support may hinder NBTs' prioritization of science and engineering content, thus contributing to the historical underrepresentation of Latines in science and engineering. This exploratory research project represents a partnership between the largest bilingual teacher preparation program in California--the Department of Dual Language & English Learner Education (DLE) at San Diego State University--and local educational agencies including California's second largest school district. The project's research questions are: 1. How does a community support network mediate NBTs' transition to the profession? 2. How does a professional support network influence NBTs' science and engineering instruction? and 3. How do NBTs' dispositions to teach equitable bilingual science and engineering change during their professional transition? To answer these questions, the project uses a mixed methods multiple-case study design using an inductive approach. A multiple-case study design permits the generation of cases for comparison and/ or examination. Illustrative cases will be essential for dissemination to district partners and for further professional development. Findings will be shared broadly at practitioner-oriented conferences (e.g., California Association for Bilingual Education) and national conferences (e.g., National Association for Bilingual Education, the American Educational Research Association). Findings will also be shared with audiences where bilingual education research is not often disseminated (e.g., National Science Teachers Association and the American Society of Engineering Education). The project is funded by the Discovery Research preK-12 program (DRK-12), which 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.

本研究旨在探讨拉丁语双语教师对双语学习者在进入教师职业后，教科学与工程的倾向如何改变。具体而言，本研究探讨了双语教师从社会支持强时期到社会支持稀缺时期的转变，即，从双语教师候选人到新手双语教师（NBTs），因为他们计划和教授双语科学和工程课程。鉴于许多新教师面临的孤立，该项目将NBT定位为科学和工程教师，并为他们提供支持网络，包括同伴指导，导师和专业学习社区。这项工作很重要，因为缺乏社会支持可能会阻碍NBT优先考虑科学和工程内容，从而导致历史上拉丁裔在科学和工程领域的代表性不足。这个探索性的研究项目代表了加州最大的双语教师培训项目--圣地亚哥州立大学双语英语学习者教育系（DLE）--与包括加州第二大学区在内的当地教育机构之间的伙伴关系。本项目的研究问题是：1.社区支持网络如何调解NBT向专业的过渡？2.专业支持网络如何影响NBTs的科学和工程教学？和3.非母语教师在专业转型过程中，其教授双语科学与工程的倾向如何改变？为了回答这些问题，该项目使用了混合方法的多案例研究设计，使用归纳法。多病例研究设计允许生成病例进行比较和/或检查。说明性案例对于向地区合作伙伴传播和进一步的专业发展至关重要。调查结果将在面向咨询师的会议上广泛分享（例如，加州双语教育协会）和国家会议（例如，全国双语教育协会，美国教育研究协会）。调查结果也将与双语教育研究不经常传播的受众分享（例如，国家科学教师协会和美国工程教育协会）。该项目由发现研究preK-12计划（DRK-12）资助，该计划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。