Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) in Science Education

教师教育方案在解决教师职业生涯中不断变化的需求方面所发挥的作用越来越受到全国的关注。IMPPACT项目是一项多所大学的合作研究研究，旨在调查科学教师教育计划在教师职业连续的关键发展阶段对中、中学科学教师及其学生的纵向影响。该项目的目标是研究科学教师群体在其职业生涯的四个关键阶段的正式和非正式学习经历：1)进入科学教师教育；2)在科学教师教育课程的候选阶段，包括相关的实地经验；3)作为新的科学教师的入职初期(1-4年)；以及4)在科学教学的入职后阶段(5年以上)。三所主要的研究型大学(锡拉丘兹大学、爱荷华大学和北卡罗来纳州立大学)正在合作，对科学教师培训在帮助招聘、准备和支持7-12年级科学教师方面所起的作用进行实证研究。这项研究产生了关于个人如何在其整个职前计划和职业生涯中发展科学方面的教学和教学知识，以及他们的需求如何演变的信息。这项研究正在确定随着时间的推移，科学教师的信念和实践之间的联系，以及它们如何影响7-12年级科学课堂上的学生成绩。预计这些结果将对如何创建示范性的、以证据为基础的科学教师教育计划产生直接影响，以更好地支持整个教师队伍的科学教师发展和学生学习。

Increasing national attention has been placed on the role that teacher education programs play in addressing the changing needs of teachers throughout their professional lives. The IMPPACT Project is a multi-university, collaborative research study targeted at investigating the longitudinal impact of science teacher education programs on middle and secondary science teachers and their students across critical developmental stages of the teacher professional continuum. The goal of the project is to study the formal and informal learning experiences of cohorts of science teachers at four critical points in their professional careers: 1) upon entry into science teacher education; 2) during the candidacy stage of science teacher education programs including the associated field experiences; 3) during the early induction years as a new science teacher (years 1-4); and 4) during the post-induction stage of science teaching (years 5+). Three major research universities (Syracuse University, the University of Iowa and North Carolina State University) are collaborating to empirically investigate the role that science teacher preparation plays in helping recruit, prepare and support 7-12 grade science teachers. The research generates information on how individuals develop pedagogical and content knowledge in science throughout their preservice program and professional careers, and how their needs evolve. The study is identifying the linkages between science teachers' beliefs and practices over time and how they impact student achievement scores in 7-12 grade science classrooms. The results are expected to have direct implications for how exemplary, evidence-based science teacher education programs can be created to better support science teacher development and student learning across the entire teacher continuum.