Developing Rich Media-based Materials for Practice-based Teacher Education

为期4年的研究和开发项目，开发基于实践的教师教育基于丰富媒体的材料，是基于最近的技术发展，使其可行的新方式来代表课堂工作的概念。除了观看课堂互动的录制视频或阅读书面案例外，教师教育者和教师现在还可以观看动画和图像序列，这些动画和图像序列是用卡通人物实现的，并且被制作成描绘在数学课堂中发生或可能发生的活动。此外，教师教育者和教师可以通过在课堂交互中对学生或教师的替代动作做出他们自己的解释来对这样的动画或图像序列做出反应。所有这些都可以在一个在线的、基于云的环境中进行，这个环境还支持讨论论坛、问卷调查以及与学习管理系统相关的各种功能。这些技术为教师教育工作者提供了重要的启示，他们希望为候选人提供基于课程的经验，强调基于实践的技能的发展。该项目的重点是数学教师教育。马里兰州大学数学教育中心和密歇根大学的这一联合项目将产生6至8个实地测试模块，用于不同的课程，这些课程是数学教师准备计划的一部分。以下双管齐下的研究问题将得到解决：什么是支持模块和环境的启示和限制：（1）实践为基础的教师教育和（2）向混合教师教育的转变？该项目涉及以下活动：（1）教师教育材料编制部分;（2）相关评价部分;（3）两个研究部分。开发阶段旨在开发LessonSketch.org平台和六到八个数学教师教育模块，供全国各地的数学教师教育项目使用。这些模块将以基于实践的教师教育目标为基础编写，并将使用LessonSketch.org平台的能力作为与兼职教师候选人一起使用教学的富媒体工件的工具。LessonSketch教师教育研究与发展研究员将通过竞争性申请程序进行选择。他们将沿着招募同事组成调查小组，开发各自的模块，并试行模块活动。评估活动将侧重于项目的材料开发方面。数据将由LessonSketch平台收集，其中包括对研究员及其团队的采访，模块作者的观点，模块使用的描述性统计，以及教师教育者和兼职教师最终用户对其体验质量的反馈。该项目的第一项研究活动是对实践型教师教育有用的技术基础设施的设计研究。PI将确定教师教育工作者需要的工具，并希望超越目前的能力，以网络为基础的支持使用丰富的媒体，并将产生原型工具内的LessonSketch环境，以满足这些需求。该项目的第二项研究活动将通过详细审查其中两个单元的实施情况来补充评价活动。这方面的研究将检查的目标，预期的课程，媒体使用的建议模式，实施课程的保真度，和学习产生的副教师。这项研究活动将有助于该领域了解基于实践的教师教育是通过在线访问丰富的媒体将是一种可以很容易地纳入现有的教师教育结构的做法。该项目将制作6至8个LessonSketch模块，用于教师教育课程。每个模块将在全国至少8个教师教育班实施，这意味着720至960名副教师候选人将学习这些材料。该项目旨在通过支持大学项目来实现课堂驱动的活动，从而将该领域转向以实践为基础的教师教育，这些活动将产生具有强大能力的数学教师，以有效和有意义地教授数学。

The 4-year research and development project, Developing Rich Media-based Materials for Practice-based Teacher Education, is premised on the notion that recent technological developments have made it feasible to represent classroom work in new ways. In addition to watching recorded videos of classroom interactions or reading written cases, teacher educators and teachers can now watch animations and image sequences, realized with cartoon characters, and made to depict activities that happened, or could have happened, in a mathematics classroom. Furthermore, teacher educators and teachers can react to such animations or image sequences by making their own depictions of alternative moves by students or teachers in classroom interaction. And all of that can take place in an on-line, cloud-based environment that also supports discussion fora, questionnaires, and the kinds of capabilities associated with learning management systems. Such technologies offer important affordances to teacher educators seeking to provide candidates with course-based experiences that emphasize the development of practice-based skills. The focus of the project is on mathematics teacher education. This joint project of the University of Maryland Center for Mathematics Education and the University of Michigan will produce 6 to 8 field-tested modules for use in different courses that are a part of mathematics teacher preparation programs. The following two-pronged research question will be resolved: What are the affordances and constraints of the modules and the environment as supports for: (1) practice based teacher education and (2) a shift toward blended teacher education?The project involves the following activities: (1) a teacher education materials development component; (2) a related evaluation component; and (3) two research components. The development phase seeks to develop both the LessonSketch.org platform and six to eight mathematics teacher education modules for use in preservice teacher education programs from around the country. The modules will be written with practice-based teacher education goals in mind and will use the capacities of the LessonSketch.org platform as a vehicle for using rich-media artifacts of teaching with preservice teacher candidates. LessonSketch Teacher Education Research and Development Fellows will be chosen through a competitive application process. They will develop their respective modules along with teams of colleagues that will be recruited to form their inquiry group and pilot the module activities. The evaluation activity will focus on the materials development aspect of the project. Data will be collected by the LessonSketch platform, which includes interviews with Fellows and their teams, perspectives of module writers, descriptive statistics of module use, and feedback from both teacher educator and preservice teacher end-users about the quality of their experiences. The first research activity of the project is design research on the kinds of technological infrastructure that are useful for practice-based teacher education. The PIs will identify tools that teacher educators need and want beyond the current capabilities for web-based support for use of rich media and will produce prototype tools inside the LessonSketch environment to meet these needs. The second research activity of the project will supplement the evaluation activity by examining the implementation of two of the modules in detail. This aspect of the research will examine the goals of the intended curriculum, the proposed modes of media use, the fidelity of the implemented curriculum, and learnings produced by preservice teachers. This research activity will help the field understand the degree to which practice-based teacher education that is mediated by an online access to rich media would be a kind of practice that could be easily incorporated into existing teacher education structures. The project will produce 6 to 8 LessonSketch modules for use in teacher education classes. Each module will be implemented in at least eight teacher education classes across the country, which means that between 720 and 960 preservice teacher candidates will study the materials. The project aims to shift the field toward practice-based teacher education by supporting university programs to implement classroom-driven activities that will produce mathematics teachers with strong capabilities to teach mathematics effectively and meaningfully.