Communities Supporting Teacher Learning: Using Videocase Analysis of Teaching and Learning to Support Undergraduate Preservice Secondary Science Teachers

该项目旨在解决个体在K-12学生、STEM课程的本科生、教育课程的职前教师以及进入学校与合作教师合作时所经历的多种且不一致的教学模式的难题。职前科学教师通常很难知道什么是科学教学的最佳实践。这些职前教师在他们的教育生涯中遇到了各种各样的教学实践，首先是作为K-12教室的学生，然后是本科STEM课程，以及在职前教育课程中，他们面临的教育理论和实践往往与这两种经验不一致。在他们的本科职前教师准备的最后阶段，他们被安排在学校与合作教师一起开始实习教学课程，这些教师可能没有与他们职前STEM教育课程中推广的循证最佳实践相一致的教学理念。职前科学教师如何从他们的经验中获得令人困惑的信息，并期望他们发展出一种有效的教学模式？该项目将研究为准备教中学科学的职前教师建立一个强大的支持社区的效果，因为他们根据科学教师从课程分析中学习（STeLLA）概念框架制定了一个共同的教与学愿景。这个社区将包括大学理科教师、大学教育教师以及职前教师在准备成为本科生的过程中遇到的合作教师。社区将把STeLLA方法应用到他们自己的课程中，职前教师将这些课程作为教师准备计划的一部分。参与大学的职前教师将收到一致的信息——这一信息对该方法进行了超过十年的研究。该项目还将研究该模型的三种不同实例，因为它在不同的大学中由中学职前科学教师实施。它将采用一种教学和学习视频案例分析（VATL）模型，以STeLLA方法的证据为后盾，为科学教师的培训提供连贯的方法。这项重要的工作得到了改善本科STEM教育计划和罗伯特·诺伊斯教师奖学金计划的资助。该项目建立在2004年的一项强有力的研究基础上，该研究研究了小学教师和小学职前教师的成功专业学习模式（STeLLA； Roth等人，2011；Taylor等人，2017）。这个VATL项目将利用和研究STeLLA专业学习模式，让准备教中学科学的本科职前教师学习。VATL有两个关键阶段。在第一阶段，牵头机构与一个由本科职前教师领导（大学理科教师、大学教育教师和学区合作教师）组成的社区合作，共同了解STeLLA专业发展模式，并就如何在三所大学环境中应用STeLLA模式建立一个共同的愿景。在第一阶段之后，每所大学将有自己的职前课程，建立在对STeLLA模型的共同理解之上，科学和教育教师将把STeLLA方法纳入他们自己的其他相关课程的教学中。在项目的第二阶段，教师领导社区在各自的机构与职前教师一起实施该课程。这个新项目对职前教师及其学生的影响将采用准实验的前测后测控制组设计进行研究。中学科学职前教师的成果包括内容知识（职前和职后）、为关键教学策略编写视频的能力（职前和职后）和课堂实践（仅限职后）。初高中学生的结果将是一个内容知识测量（前后）。由于中学职前科学教师经常教授所有科学学科，因此该研究将包括跨学科的内容结果。这项研究将包括大约66名职前中学科学教师参加准实验，以及大约2000名科罗拉多州的中学生和高中生。该项目将告知研究人员和教育工作者，在新的背景下，非常成功的STeLLA专业学习模式的潜在效力：本科、中学职前科学课程。研究结果还将能够显示科罗拉多州三所大学在实施方面的差异如何影响结果。

This project seeks to address the conundrum of multiple and inconsistent models of teaching that individuals experience as K-12 students, as undergraduate students in STEM courses, as pre-service teachers in education courses, and when they go into schools and work with cooperating teachers. It is often difficult for pre-service science teachers to know what constitutes best practices for teaching science. These pre-service teachers encounter a wide variation in teaching practices throughout their educational careers, first as students in K-12 classrooms and then in undergraduate STEM courses, as well as in pre-service education courses in which they are confronted with educational theory and practices that are often incongruent with these other two experiences. In the last stage of their undergraduate pre-service teacher preparation, they are placed in schools to begin their internship teaching classes alongside a cooperating teacher, who may not have a teaching and learning philosophy that is consistent with the evidence-based best practices promoted in their pre-service STEM education courses. How are pre-service science teachers expected to develop an effective model for teaching and learning with confounding messages from their experiences? This project will study the effects of developing a strong community of support for pre-service teachers preparing to teach secondary science as they develop a common vision for teaching and learning based on the Science Teachers Learning from Lesson Analysis (STeLLA) Conceptual Framework. The community will include university science faculty, university education faculty, and cooperating teachers that the pre-service teachers encounter along their preparation journey as an undergraduate. The community will apply the STeLLA approach to their own courses that pre-service teachers take as part of their teacher preparation programs. The pre-service teachers in participating universities will receive a consistent message--one that has over a decade of research on the approach. This project will also examine three different instantiations of the model as it is implemented across different universities with secondary pre-service science teachers. It will employ a Videocase Analysis of Teaching and Learning (VATL) model, backed by evidence from the STeLLA approach, for a coherent approach to science teacher preparation. This important work is supported with funding from the Improving Undergraduate STEM Education program and the Robert Noyce Teacher Scholarship program.This project builds on a strong line of research dating back to 2004 that studied a successful model of professional learning with elementary teachers and elementary pre-service teachers (STeLLA; Roth et al., 2011; Taylor et al., 2017). This VATL project will leverage and study the STeLLA professional learning model with undergraduate pre-service teachers preparing to teach secondary science. VATL has two key phases. In the first phase, the lead institution engages a community of undergraduate pre-service teacher leaders (university science faculty, university education faculty, and school district cooperating teachers) in developing an understanding of the STeLLA professional development model and creating a shared vision of how to apply the STeLLA model in each of the three university settings. After the first phase, each university will have their own pre-service course built on a shared understanding of the STeLLA model, as well as science and education faculty members incorporating STeLLA approaches in their own teaching in other relevant courses. In the second phase of the project, the community of teacher leaders implements this course at their respective institutions with pre-service teachers. The impact of this new program on pre-service teachers and their students will be studied using a quasi-experimental pretest-posttest control group design. Outcomes for secondary science pre-service teachers include content knowledge (pre and post), ability to code videos for key teaching strategies (pre and post), and classroom practice (post only). The outcome for middle and high school students will be a content knowledge measure (pre and post). Because secondary pre-service science teachers often teach across all science disciplines, the study will include content outcomes across science disciplines. The study will include approximately 66 pre-service secondary science teachers in the quasi-experiment, along with roughly 2,000 middle and high school students in the state of Colorado. This project will inform the community of researchers and educators about the potential efficacy of the highly successful STeLLA professional learning model in a new context: undergraduate secondary pre-service science programs. Research findings will also be able to show how variations on implementation, across three universities in Colorado, may affect the outcomes.