Stimulating Research and Innovation in STEM Teacher Education

最近的几个框架和标准团体，包括国家研究理事会（NRC）和数学科学会议委员会（CBMS），呼吁改变科学，技术，工程和数学（STEM）教师教育和专业发展，以及教师认证的变化。当我们寻求改变教师的准备，我们将需要建立研究基地。2010年NRC报告《准备教师：为健全的政策建立证据》表明，人们对STEM教师所需的知识和技能达成了共识，但还需要更多的研究来就什么是有效的STEM教师准备达成共识。 该项目将为寻求扩大STEM教师准备研究基础的当前和未来研究人员提供资源，工具和社区;以及正在追求STEM教师教育循证变革的300多个教师教育项目。 该项目将包括NSF Robert Noyce教师奖学金计划的受赠者以及由NSF和美国教育部资助的其他STEM教育研究受赠者。该项目的内部和外部评估将检查NSF Noyce教师教育和其他计划的变化，包括（a）谁在研究教师教育和（B）STEM教师教育的创新，包括课程，课程，学生评估，教学方法，教师实地经验，教师支持和指导，教师上岗，教师领导力发展，在学位要求，教师发展，执照要求的变化，并与当地教育机构和两年制学院合作的变化。该项目将包括针对开发活动1）在STEM教师职前教育的最佳实践的研究议程，和2）在STEM教师职前教育的创新蓝图。 支持制定研究议程以帮助建立有效的STEM教师职业教育和领导力发展计划的活动将包括确定我们从当前研究中了解的内容以及我们想要了解的内容。由社区推动的制定这一研究议程的进程将包括：（a）召集一个由在职教育工作者、教育研究人员、主要专业协会的工作人员和其他人组成的工作组;（B）委托撰写论文;（c）进行文献检索并制作一份附有注释的在线书目;（d）调查教师在职培训方案;（e）编写一份初步报告;（f）编写一份报告;（g）编写一份报告;（h）编写一份报告。（f）与工作组和教师教育方案领导人及其他人举行一次首脑会议;以及（g）编写最后报告。 支持制定STEM教师职业道德教育和领导力发展计划创新蓝图的活动将包括：（a）召集和召集一个由职业道德教育工作者、教育研究人员、主要教育和专业协会的工作人员等组成的跨学科工作组;（B）收集和总结与STEM专业和非专业相关的现有本科教育核心概念和能力的信息，包括师范生;（c）共同主办六次区域会议，以征求学院和大学STEM教师和学生、地方和州教育机构及其他方面的意见;（d）编写初步报告;（e）与工作组、教师教育方案和所有关键利益攸关方主办两次国家峰会;及（f）编制最后报告及与网络有关的工具。

Several recent frameworks and standards groups, including the National Research Council (NRC) and the Conference Board of the Mathematical Sciences (CBMS), have called for a change in science, technology, engineering, and mathematics (STEM) teacher education and professional development, as well as for changes in teacher certification. As we seek to change teacher preparation, we will need to build the research base. The 2010 NRC report Preparing Teachers: Building Evidence for Sound Policy indicates that there is a consensus on the knowledge and skills that STEM teachers need but more research is needed to reach a consensus on what constitutes effective STEM teacher preparation. This project will provide resources, tools, and a community for current and prospective researchers who seek to expand the research base on STEM teacher preparation; and the over 300 teacher education programs that are pursuing evidence-based changes in STEM teacher education. This project will include grantees of the NSF Robert Noyce Teacher Scholarship Program and other STEM preservice education research grantees funded by the NSF and U.S. Department of Education. Internal and external evaluation of the project will examine changes in NSF Noyce teacher education and other programs, including changes in (a) who is doing research about teacher education and (b) innovations in STEM teacher education, including changes in curriculum, courses, student assessment, teaching approaches, teacher field experiences, teacher support and mentoring, teacher induction, teacher leadership development, changes in degree requirements, faculty development, licensure requirements, and changes in collaboration with local education agencies and two-year colleges.The project will include activities directed toward developing 1) a research agenda for best practices in STEM teacher preservice education, and 2) a blueprint for innovation in STEM teacher preservice education. Activities supporting the development of a research agenda to help build effective STEM teacher preservice education and leadership development programs will include identifying what we know from current research and what we want to know. The community-driven process for developing this research agenda will include: (a) assembling and convening a working group of preservice educators, education researchers, staff in key professional societies, and others; (b) commissioning papers; (c) conducting a literature search and producing an annotated online bibliography; (d) surveying teacher preservice programs; (e) producing a preliminary report; (f) hosting a summit with the working group and teacher education program leaders and others; and (g) producing a final report. Activities supporting the development of a blueprint for innovation in STEM teacher preservice education and leadership development programs will include: (a) assembling and convening a cross-disciplinary working group of preservice educators, education researchers, staff from key education and professional societies, and others; (b) collecting and summarizing information on existing undergraduate education core concepts and competencies related to STEM majors and non-majors, including teacher education students; (c) co-hosting six regional meetings to get input from college and university STEM faculty and students, local and state education agencies, and others; (d) developing a preliminary report; (e) hosting two national summits with the working group, teacher education programs, and all key stakeholders; and (f) producing a final report and web-related tool(s).