Transforming Science and Mathematics Teacher Preparation

科罗拉多大学博尔德分校正在通过将本科科学和数学课程的转型与未来教师的招聘和培训相结合的战略，吸引高素质的学生进入K-12数学和科学教育的职业生涯。对K-12数学和科学教学感兴趣的本科生将被提供一项充满激励措施的教学奖学金计划，包括资金支持、与教师的密切联系、本科生进行科学和教育研究的机会、作为本科课程转型计划一部分的学习助理工作，以及K-12教学经验。该项目特别注重招收和留住少数民族学生。为了优化这些学生的学习机会，该项目的教师参与者正在开发和评估选定的科学和数学领域的入门课程的转化部分，以便纳入基于探究和协作学习的最佳实践。项目参与者开发、使用和评估信息技术工具，以加强本科生和K-12阶段的探究式和协作式学习。这些工具包括基于网络的软件，用于学生和教职员工之间的内容传递和交流，数学、物理和生物现象的模拟，以及嵌入课程结构的数据库管理工具，用于对学生的学习和态度进行形成性和终结性评估。教学研究员参与为在职教师举办的讲习班，在转型的本科课程中担任学习助理，帮助将信息技术增强的教学模块引入6-12年级的教室，并评估工具的有效性。物理、天文学、微积分和生物入门课程的目标是修订，以纳入以学生为中心的概念性学习环境，使用学习助手作为学生学习团队的领导者，以及技术的使用。这项工作是通过教育学院和艺术与科学学院的教职员工、学区和太阳微系统公司之间的密切合作进行的。该项目的目标是改革本科生数学和科学入门课程，发展基础设施以招募和支持大量学生，这些学生将成为K-12数学和科学教育的领导者，并为在职教师提供支持网络。该项目预计每年将有25至40名中学数学和科学教师毕业。

The University of Colorado at Boulder is attracting highly qualified students into careers in K-12 math and science education through strategies that integrate the transformation of undergraduate science and mathematics courses with the recruitment and training of prospective teachers. Undergraduates who have an interest in K-12 mathematics and science teaching are offered a Teaching Fellowship program rich with incentives, including financial support, intensive contact with faculty, opportunities for undergraduate research in science and education, employment as learning assistants as part of an undergraduate course transformation initiative, and K-12 teaching experience. The project pays special attention to recruiting and retaining minority students. To optimize the learning opportunities for these students, faculty participants in the project are developing and evaluating transformed sections of introductory courses in selected fields of science and mathematics in order to incorporate best practices in inquiry-based and collaborative learning. Project participants develop, employ, and assess information technology tools to enhance inquiry-based and collaborative learning both at the undergraduate and K-12 levels. These tools include web-based software for content delivery and communication among students and faculty, simulations of mathematical, physical, and biological phenomena, and database management tools embedded in the course structure for formative and summative assessment of student learning and attitudes. The Teaching Fellows participate in workshops for inservice teachers, serve as learning assistants in transformed undergraduate courses, help introduce IT-enhanced instructional modules into grade 6 -12 classrooms, and assess the effectiveness of the tools. Introductory physics, astronomy, calculus, and biology courses are targeted for revision to incorporate student-centered, conceptual learning environments, the use of the learning assistants as leaders of student learning teams, and the use of technology. The work is being carried out through a close partnership between faculty of the School of Education and the College of Arts and Sciences, school districts, and Sun Microsystems. The goals of the project are to transform introductory undergraduate mathematics and science classes, to develop an infrastructure to recruit and support a substantial flow of students who will become leaders in K-12 mathematics and science education, and to provide a network of support for in-service teachers. The project expects to graduate 25 to 40 secondary mathematics and science teachers per year.