A Study on Promoting Reflective and Equitable Practice Through Science Teacher Induction

新教师入职培训是教师教育的一个方面，被认为是提高教师效能的有效策略。然而，仍然需要经验数据，可以提供信息的特点，使归纳有效。 这一点在涉及以探究方法为特征的基于改革的教学以及为在科学领域往往代表性不足的学生提供科学成功的有效战略时尤其如此。 这项研究由美国国家科学基金会的罗伯特·诺伊斯教师奖学金计划资助，通过轨道4-关于K-12 STEM教师的准备，招聘和保留的研究，将调查科学教师的反思和公平实践。 在这样做的时候，它将研究为初级中学科学教师和本科生学习助理提供的入门课程支持，旨在（一）促进基于改革的科学教学，（二）发展教师的反思实践，（三）促进他们公平的、对文化敏感的科学教学。该项目将创建一个科学家-教师伙伴关系入门课程，其中强调本科生学习助理和初级中学科学教师之间的相互学习。该项目由明尼苏达大学双城分校的教育与人类发展学院、生物科学学院和科学与工程学院的教师领导，旨在增加初任科学教师的反思性、改革性和文化响应性的科学教学信念和实践，以及增加本科学习助理的改革性科学教学实践和对K-12科学教学的兴趣。发展科学教师和学习助理的双重重点将支持改善本科科学教学，同时也提供了一个连贯的学习轨迹到K-12教学。基于设计的研究将作为拟议工作的框架。 一个迭代的过程将用于正在进行的设计，测试和完善的科学家，教师伙伴关系的诱导程序。该项目将审查：研究结果表明：（1）初任科学教师反思实践的变化，以及他们对基于改革和文化回应的科学教学的信念和实践的变化;（2）科学教师对文化回应的科学教学的规划和实施的方式;（3）学习助理对基于改革的科学教学的信念、自我效能和实践的变化; 4）入职课程要素对教师反思实践、基于改革和文化响应的科学教学信念和实践的专业成长的影响; 5）入职课程要素对学习助理基于改革的实践和他们对K-12科学教学的兴趣的影响。通过本研究，本项目将扩展现有的理论，通过引入课程培养改革型教育者、文化响应型科学教师和反思型实践者，并构建一套基于实践的科学家-教师伙伴关系引入课程设计原则。这项工作得到了EHR核心研究（ECR）项目的部分支持。 ECR计划强调基础STEM教育研究，产生该领域的基础知识。 投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。

Induction of new teachers is one of the aspects of teacher education that is presumed to be an effective strategy for promoting teacher effectiveness. Yet, there is still a need for empirical data that can provide information as to characteristics that make induction effective. This is particularly true related to reform-based teaching characterized by the inquiry approach, as well as effective strategies for providing success in science for students often underrepresented in the sciences. This study, funded by the National Science Foundations' Robert Noyce Teacher Scholarship Program, through Track 4--Research on the Preparation, Recruitment, and Retention of K-12 STEM Teachers, will investigate science teacher induction in terms of reflective and equitable practice. In doing so, it will study induction program supports for beginning secondary science teachers and undergraduate Learning Assistants designed to (i) promote reform-based science teaching, (ii) develop teachers' reflective practices and (iii) foster their equitable, culturally responsive science teaching. The project will create a scientist-teacher partnership induction program in which mutual learning is emphasized between undergraduate Learning Assistants and beginning secondary science teachers. Led by the University of Minnesota-Twin Cities faculty from the Colleges of Education and Human Development, Biological Sciences, and Science and Engineering, the project intends to increase beginning science teachers' reflective, reform-based, and culturally responsive science teaching beliefs and practices, as well as, increase undergraduate Learning Assistants' reform-based science teaching practices and interest in K-12 science teaching. A dual emphasis on developing both science teachers and Learning Assistants will support improved undergraduate science teaching while also providing a coherent learning trajectory into K-12 teaching. Design-based research will serve as the framework for the proposed work. An iterative process will be used for the ongoing design, testing, and refinement of the scientist-teacher partnership induction program. The project will examine: 1) the changes in beginning science teachers' reflective practices as well as their beliefs about and practices of reform-based and culturally responsive science teaching; 2) the ways in which science teachers approach the planning for and implementation of culturally responsive science teaching; 3) the changes in Learning Assistants' beliefs about, self-efficacy for, and practices of reform-based science teaching; 4) the influence of induction program elements on the professional growth of teachers' reflective practices, reform-based, and culturally responsive science teaching beliefs and practices; and 5) the influence of induction program elements on Learning Assistants' reform-based practices and their interest in K-12 science teaching. Through this research, the project will extend existing theories on preparing reform-based educators, culturally responsive science teachers and reflective practitioners through induction programs as well as construct a set of empirically-based design principles for scientist-teacher partnership induction programs with these aims.This work is supported, in part, by the EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.