SGER--Identifying and Understanding the Effects of SMET Education Undergraduate Reform on K-16 Teachers

本科教育司（DUE）资助了“卓越教师培养合作计划”（CETP），以培养更多的数学和科学教师，以满足日益增长的需求；培养更多样化的数学和科学教师；并为中小学培养更好的数学和科学教师。然而，很少有研究表明这些创新已经或将会对未来教师的教育产生影响。因此，本提案寻求资金来研究一个CETP项目——科学、技术、工程和数学教师教育合作（STEMTEC）——作为一种获取知识的方式，这将使我们能够识别和更好地理解这样一个项目影响新科学教师发展的方式。我们将特别关注STEMTEC对参加科学课程和职前教师教育项目的本科生的影响，以及参与制定和实施STEMTEC活动的K12教师的影响。简而言之，我们试图了解STEMTEC创新如何以及为什么导致或未能产生更多和更多样化的K12科学教师。

The Division of Undergraduate Education (DUE) has funded Collaboratives for Excellence in Teacher Preparation (CETP) to prepare more teachers of mathematics and science to fill increasing demand; to produce a more diverse supply of mathematics and science teachers; and to prepare better teachers of mathematics and science at both the elementary and secondary level. However, there is little research on the effects that these innovations have had or would have on the education of prospective teachers. Therefore, this proposal seeks funds to examine one CETP project -- the Science, Technology, Engineering and Mathematics Teacher Education Collaborative (STEMTEC) -- as a way to gain knowledge that would allow us to identify and better understand the ways such a project affects the development of new science teachers. In particular, we will focus on the effects of STEMTEC on undergraduates enrolled in science courses and preservice teacher education programs, and the K12 teachers who have collaborated in the development and implementation of STEMTEC activities. In short, we seek to understand how and why STEMTEC innovations lead to, or fail to produce, a larger number and more diverse body of better prepared K12 science teachers.