Broadening Participation Reseach Grant: The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching.

弗吉尼亚州立大学HBCU-UP扩大STEM教育的参与研究项目题为参与、能力和连续性对培养初等教育职前教师进行科学教学的影响。这项拟议的努力是工程、科学和技术学院和教育学院之间的合作伙伴关系，旨在使用参与度、能力和连续性(ECC)理论来确定当前基础教育计划对职前教师教授科学的兴趣、动机和信心的影响。本研究的目标是：(1)检视并提升职前基础教育学生的创新教学实践，以提高他们教授科学的兴趣、意识和动机；(2)检视并提升职前小学生的创新教学实践，以提高他们的学者能力；(3)检视该机构--S目前为初级副教育教师提供的系统实践及基本支援系统。本研究以学生成功的ECC三部曲为概念框架，建议验证并扩展ECC模式，以确定必要的计划组成部分，以培养高素质且成功的少数族裔职前科学教师并留住他们。该模型已经在大学之前的人群中得到了验证，但没有在本研究的目标人群中得到验证。这项研究建立在现有知识的基础上，即初任教师在面对教学现实时遇到的困难，以及思维习惯如何对K-6科学教学产生负面影响，并进一步拉大成绩差距。其目的是产生新的知识来预测教师在科学教学中的成功。这项研究可能会加强对任职人数不足的职前教师的培训，并建设科学教学和学习方面的能力。

The Virginia State University HBCU-UP Broadening Participation Research in STEM Education project is entitled The Impact of Engagement, Capacity and Continuity in Preparing Elementary Education Pre-Service Teachers for Science Teaching. The proposed effort is a partnership between the School of Engineering, Science and Technology and the School of Education and is designed to use the Engagement, Capacity and Continuity (ECC) theory to determine the impact of the current elementary education program on preservice teachers' interest, motivation, and confidence to teach science. The objectives are (1) to examine and enhance innovative instructional practices for preservice elementary education students in order to increase their scholarly interest, awareness, and motivation to teach science; (2) to examine and enhance innovative instructional practices for preservice elementary students in order to increase their capacity as scholars; and (3) to examine the institution?s current systematic practices and underlying support systems for elementary preservice education teachers.Using the ECC Trilogy for Student Success as the conceptual framework, the study proposes to validate and expand the ECC model for determining the essential program components to prepare highly qualified and successful minority elementary preservice science teachers and to retain them in the profession. The model has been validated with pre-college populations but not with the targeted population for this study. The study builds on existing knowledge about the difficulties beginning teachers encounter when faced with the realities of teaching and how habits of mind can negatively impact K-6 science teaching and further acerbate the achievement gap. The aim is to produce new knowledge to predict the success of preservice teachers for science teaching. The study can potentially enhance the preparation of underrepresented preservice teachers and build capacity in the teaching and learning of science.