Developing Teacher Noticing in Engineering in an Online Professional Development Program

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。该项目将研究教师工程教育计划（TEEP）项目的小学（K-5）教师如何在响应式教学的一个特定方面取得进展，注意学生的思维。TEEP包括四门研究生水平的课程，帮助他们学习工程内容和教学方法。对工程设计专业教师专业发展的研究很少。所做的工作侧重于提高教师对工程的内容知识和熟悉程度。大多数教师专业发展和研究都集中在教师学习工程内容和过程上，而很少关注如何帮助教师开发新的教学实践，以帮助学生解决工程中复杂、不明确的问题。TEEP的重点是帮助教师在工程设计中开展响应式教学实践，教师根据他们在学生的言行中注意到的内容来进行教学。项目研究还将为如何在网络环境中支持响应式教学做出贡献，扩大对如何在面对面的专业发展环境中开发的设计原则和功能可以在线实施的理解。该项目将完善全国工程教师计划，确定有效发展教师实践的关键特征，并创建视频资源供其他专业发展计划使用。该项目将解决三个研究问题：(1)初级工程教师在学生的工程设计作品中注意到什么？(2)在以响应式教学为重点的专业发展项目的过程中，教师的注意发生了什么变化？这些变化与项目的主要特征有什么关系？(3)教师在谈论他们对学生工程和教学实践的目标时发生了什么变化？该项目将对两组教师进行三个数据流的独立分析：关于实践的前后访谈；教师拍摄的课堂视频；视频刺激的访谈和教师的课程。然后，分析将把这些分析联系起来，以解决研究问题。学生工程的视频案例将被传播给其他教师教育者使用，以支持教师注意。本研究的研究成果不仅将促进我们对教师学习的理解，而且将为教师能够认识、重视和利用学生的各种工程资源提供证据。对TEEP项目的研究也将为在线项目是否以及如何对教师的教学实践有效提供急需的实证支持。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). The project will research how elementary (K-5) teachers in the Teacher Engineering Education Program (TEEP) program progress in one particular aspect of responsive teaching, noticing student thinking. TEEP includes four graduate-level courses that help them learn engineering content and pedagogical approaches. There has been little investigation of teacher professional development in engineering design. The work that has been done focuses on increasing teachers' content knowledge and familiarity in engineering. Most teacher professional development and research focus on teachers learning engineering content and process, with less attention on helping teachers develop new instructional practices necessary to help students navigate the complex, ill-defined problems in engineering. TEEP focuses on helping teachers develop practices of responsive teaching in engineering design, where teachers base their instructional moves on what they notice in their students are doing and saying. Project research will also contribute to literature on how to support responsive teaching in web-based environments, expanding understanding of how design principles and features developed in in-person professional development settings can be implemented online. The project will refine a program for engineering teachers nationwide, identify key features that are effective in developing teachers' practice, and create video resources for other professional development programs to use. The project will address three research questions: (1) What do beginning engineering teachers notice in students' engineering design work? (2) What shifts occur in teachers' noticing over the course of a professional development program focused on responsive teaching and how do these shifts correlate with key features of the program? (3) What shifts occur in how teachers' talk about their goals for students' engineering and their instructional practice? The project will conduct independent analyses from two cohorts of teachers of three data streams: pre-post interviews about practice; teacher-captured classroom videos; video-stimulated interviews, and teachers' coursework. The analyses will then connect these analyses to address the research questions. Videocases of students' engineering will be disseminated for other teacher educators to use in supporting teacher noticing. The research outcomes of the research will not only advance our understandings of teacher learning, but will provide evidence that teachers can recognize, value, and leverage students' diverse resources for engineering. Research on the TEEP program will also provide much-needed empirical support on whether and how online programs can be effective for teachers' instructional practice.