Applied Research -- A Study of Teacher Education: Research on Instructional Design (Project ASTEROID)

尽管最近流行的基于案例的教学和其他实践为基础的形式的教师教育，我们知道很少这样的指令是如何制定和教师实际上从参与课程，利用这种方法。 ASTERIDAY项目的目标是提供经验证据，证明教师通过参加以实践为基础的教师教育课程学到了什么。 在这方面将收集三种主要数据：（a）教师数学知识、教学法知识和学生学习知识的事前和事后计量;（B）教师在课程期间不断发展理解的持续计量;（c）侧重于教师课堂实践的观察数据。 我们计划将教师所学的内容映射到各种课程经验中，以及这些学习如何转移或不转移到实际的课堂教学中。这些课程将集中在中学数学课程的两个领域，这两个领域一直是教师的问题：比例推理和代数作为模式和函数的研究。 在课程中，日常的教学工作是不断调查和深入探究的对象。 通过检查真实实践的记录-从创新课程中选择的数学任务，学生对数学任务的反应，以及课堂教学的片段-教师发展对数学，数学教学法和学生作为数学学习者的理解。我们将系统地记录我们认为有效的进程和手段。 这些资料将提供给外地，用于记录和评价其他师资教育和专业发展工作。

Despite the recent popularity of case-based instruction and other practice-based forms of teacher education, we know little about how such instruction is enacted and what teachers actually learn from participating in courses that utilize such an approach. The goal of Project ASTEROID is to produce empirical evidence of what teachers learn as a result of participating in practice-based teacher education courses. Three primary kinds of data will be collected in this regard: (a) pre- and post-measures of teacher knowledge of mathematics, of pedagogy, and of student learning; (b) continuous measures of teachers' developing understanding during the courses; and (c) observational data that focus on teachers' classroom practices. We plan to map what teachers learn on to various course experiences and how that learning does or does not transfer to actual classroom teaching.The courses will focus on two areas of the middle school mathematics curriculum that have been problematic for teachers: proportional reasoning and algebra as the study of patterns and functions. In the courses, the everyday work of teaching is the object of on-going investigation and thoughtful inquiry. Through the examination of records of authentic practice -- mathematics tasks selected from innovative curricula, student responses to mathematical tasks, and episodes of classroom instruction -- teachers develop an understanding of mathematics, of mathematics pedagogy, and of students as learners of mathematics As we develop procedures for studying the implementation and impact of the courses, we will systematically document the processes and instruments that we find effective. These will be made available to the field for use in the documentation and evaluation of other teacher education and professional development efforts.