Learning Assistant Model of Teacher Education in Science and Technology

“科学技术教师教育的学习助理模式（LA-TEST）”研究项目正在测试“学习助理模式”在招聘、准备和留住STEM K-12教师方面的有效性。有才华的本科STEM专业学生被聘为学习助理（LAs），与STEM教师一起改造本科课程。这些教师联盟是教师招聘工作的目标。由于在洛杉矶的经历，15%的STEM专业学生决定成为K-12教师，其中大多数人已经正式承诺在高需求学区任教。三个专门研究小组正在调查阿拉伯国家联盟内容和教学知识的发展及其教学实践。每个研究小组的工作正在进行综合，以证明LA模式在改善中学和中学后STEM和教师教育方面的有效性。该项目具有更广泛的影响，包括开发一套调查工具，可供研究人员使用，这些研究人员有兴趣测试教师准备计划或一般课程转变的有效性，或具体的概念或教学知识。洛杉矶模式本身可以作为一种招聘教师、提高学生知识和促进STEM专业从两年制大学向四年制大学过渡的机制。该项目的知识价值体现在其涉及广泛的专业知识、研究方法和背景的多学科性质上。该项目不仅关注教师认证项目和K-12背景，还关注学生在STEM部门的经历以及STEM研究人员在培养未来教师方面的作用，从而更全面地了解教师专业连续体。

The "Learning Assistant Model for Teacher Education in Science and Technology (LA-TEST)" research project is testing the effectiveness of the 'Learning Assistant Model' for recruiting, preparing, and retaining STEM K-12 teachers. Talented undergraduate STEM majors are hired as Learning Assistants (LAs) to work with STEM faculty to transform undergraduate courses. These LAs are the target of teacher recruitment efforts. Fifteen percent of the STEM majors who have participated as LAs have decided to become K-12 teachers as a result of their LA experience, most of whom have formally committed to teach in high-needs school districts. Three specialized research teams are investigating the development of content and pedagogical knowledge among LAs, as well as their teaching practices. The work of each research team is being synthesized to demonstrate the effectiveness of the LA model for improving secondary and post-secondary STEM and teacher education. This project has broader impacts including the development of a suite of survey instruments that can be used by researchers interested in testing the effectiveness of teacher preparation programs or course transformations in general, or conceptual or pedagogical knowledge specifically. The LA model itself can be used as a mechanism for recruiting teachers, enhancing student knowledge and facilitating the transition of STEM majors from two- to four-year colleges. The project's intellectual merit is evidenced by its multi-disciplinary nature involving a broad range of expertise, research methodologies and contexts. This project is producing a more complete picture of the teacher professional continuum focusing not only on teacher certification programs and K-12 contexts but also on students' experiences in STEM departments and the role of STEM research faculty in preparing future teachers.