Facilitating Teacher Learning with Video Clips of Instruction in Science

通过科学教学视频片段促进教师学习

• 批准号: 2319933
• 负责人: Miray Tekkumru Kisa
• 金额: $ 70万
• 依托单位: Rand Corporation
• 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: 2023-04-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2319933&HistoricalAwards=false
• 关键词: Facilitating; Teacher; Learning; Video; Clips

Videos of teaching have become a popular tool for facilitating teacher learning, with the potential to powerfully impact teacher practice. However, less is known about specific mechanisms through which teachers learn from video. The goal of this study is to build foundational knowledge about teacher learning by using video clips of science instruction within a professional development (PD) context. The researchers will study the infusion of principles from cognitive science as possible ways to enhance teacher learning from video (these include contrasting cases and self-explanation principles). PD opportunities that support teachers in making sense of the information about students’ thinking and reasoning as students work are rare. Motivation to address this need has led to the interdisciplinary collaboration in this project that will study the use of video clips in teacher PD and explore teacher learning with and from video clips of science instruction in-depth. The project is jointly funded by the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning, and by the Discovery Research K-12 program (DRK-12), which supports the research and development of innovative resources, models and tools in order to enhance STEM learning and teaching by pre-K-12 students and teachers.This design based research project will pursue descriptive accounts of teacher learning by explaining how and why teachers learn with and from video clips of instruction. The team will draw on cognitive science and learning sciences research, specifically literature on analogical reasoning and self-explanation, to unpack mechanisms through which videos support teacher learning and the conditions under which they do so. Evidence pertaining to teacher learning will be gathered through teachers’ participation in video-rich PD, semi-structured interviews with teachers around video clips and prompts for interacting with the clips, and classroom observations. Through intentionally designed video clips and supporting structures, the project will help to uncover how to support noticing of 1) students’ thinking and reasoning and 2) critical and often nuanced differences between more and less productive teaching practices that facilitate students' intellectual engagement in performance assessment tasks. The study has the potential to extend the current knowledge on the kinds of evidence-based learning structures that can enhance teachers’ learning to notice important classroom interactions as they learn to develop ambitious teaching practices.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.

教学视频已成为促进教师学习的流行工具，具有强大的影响教师实践的潜力。然而，对教师通过视频学习的具体机制知之甚少。本研究的目的是通过在专业发展（PD）的背景下使用科学教学的视频剪辑，建立关于教师学习的基础知识。 研究人员将研究从认知科学中注入原则，作为加强教师从视频中学习的可能方法（包括对比案例和自我解释原则）。 支持教师在学生工作时理解学生思考和推理信息的PD机会很少。动机，以满足这一需求，导致了跨学科的合作，在这个项目中，将研究使用的视频剪辑在教师PD和探索教师学习与科学教学的视频剪辑深入。该项目由EHR核心研究（ECR）计划和发现研究K-12计划（DRK-12）共同资助，前者支持推进STEM学习的基础研究文献，后者支持创新资源的研究和开发。模型和工具，以加强STEM的学习和教学，通过学前教育，12名学生和教师。这个设计为基础的研究项目将通过解释教师如何和为什么从教学视频剪辑中学习来描述教师学习。该团队将借鉴认知科学和学习科学的研究，特别是关于类比推理和自我解释的文献，以解开视频支持教师学习的机制以及它们这样做的条件。有关教师学习的证据将通过教师参与视频丰富的PD，围绕视频剪辑和提示与剪辑互动的教师进行半结构化访谈，以及课堂观察来收集。通过有意设计的视频剪辑和支持结构，该项目将有助于揭示如何支持注意1）学生的思考和推理，以及2）促进学生智力参与绩效评估任务的生产性教学实践之间的关键和往往细微差别。该研究有可能扩展有关循证学习结构类型的现有知识，这些结构可以增强教师在学习制定雄心勃勃的教学实践时注意重要的课堂互动的能力。该奖项反映了NSF的法定使命，并且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，被认为值得支持。