Collaborative Research: Investigating Early Field Experiences for Prospective Mathematics Teachers through the University Teaching Experience Model

“参与式学生学习的IUSE开发与实施”项目解决了改善本科准中学数学教师准备工作的迫切需要。该项目将测试实地经验模型的实施情况，该模型旨在提高未来教师设计和实施公平学习环境的能力，从而从教师职业生涯的一开始就提高他们对数学的理解和成就。该项目将研究大学教学经验（UTE）模式的实施，在该模式下，中学准教师在数学教师教育工作者的指导下，在本科数学课程的早期准备项目中承担教学责任。加强初学数学教师的早期实地经验可以更好地为他们最初几年的实践做好准备。由于高需求学校主要雇用早期职业教师，因此提高高需求学校学生的成绩取决于确保新手在进入职业后就为雄心勃勃的教学做好充分准备。该项目涉及三个不同的教师培训项目（密歇根州立大学、宾夕法尼亚州立大学和特拉华大学）的合作研究，以实现两个广泛的目标：(1)评估UTE模型在广泛的大学教师培训机构中的可移植性；(2)收集定量和定性数据，调查pst在参与UTE后对教学知识和教学实践的发展。数据收集将包括视频记录pst在UTE期间的两次教学观察，以及在pst随后的学生教学实习期间的两次教学跟踪观察，以确定UTE经验对中学数学课堂实践的影响。此外，参与者将完成对他们代数教学知识的前后评估，并在他们的UTE经历中参加面试。将三个实施地点中的两个控制组的数据与UTE参与者的数据进行比较，以评估UTE的有效性。最后，为了确定UTE模型的可扩展性，将收集和分析参加UTE中涉及的数学课程的学生的最终成绩数据，以及实施的工件，例如每个机构的教学大纲。研究结果将告知该领域未来教师的知识和代数教学实践是如何在其准备计划的早期受到指导性教学经验的影响的。尤其值得一提的是，本研究是第一个研究未来教师对指导教师决策的数学教学专业义务的理解如何在参与此类早期实地体验后发展的研究之一。最后，研究结果将为其他学科领域（如科学教育）的教师准备提供参考，为教师准备课程提供一个模型，与其他入门本科课程合作，这些课程也可作为获得STEM学位的门户。罗伯特·诺伊斯教师奖学金计划将为该项目提供共同资金，以表彰该项目与诺伊斯努力的更广泛的教师培养目标相一致。

This IUSE Development and Implementation for Engaged Student Learning project addresses the urgent need to improve the preparation of undergraduate prospective secondary mathematics teachers. The project will test the implementation of a field experience model designed to accelerate prospective teachers' capacity to design and implement equitable learning environments that enhance understanding and achievement in mathematics from the start of their teaching careers. The project will research the implementation of the University Teaching Experience (UTE) model where secondary prospective teachers assume teaching responsibility in an undergraduate mathematics course early in their preparation program with mentoring provided by mathematics teacher educators. Enhancing early field experiences for novice mathematics teachers can better prepare them for their initial years of practice. Since high-needs schools largely employ early career teachers, improving student outcomes in high-need schools depends upon making sure that novices are well-prepared for ambitious teaching as soon as they enter the profession. This project involves collaborative research across three different teacher preparation programs (Michigan State University, The Pennsylvania State University, and University of Delaware) to achieve two broad aims: (1) assess the portability of the UTE model to a wide range of university-based teacher preparation institutions and (2) gather both quantitative and qualitative data to investigate the development of PSTs' knowledge about teaching and their teaching practice as a result of participating in the UTE. Data collection will include videorecorded observations of PSTs' teaching twice during the UTE with follow-up observations of teaching twice during the PSTs' subsequent student teaching placement to determine the influence of the UTE experience on practice in secondary mathematics classrooms. Additionally, participants will complete pre and post-assessment of their knowledge of algebra teaching and participate in interviews during their UTE experience. Control group data from two of three implementation sites will be compared to UTE participants' data to assess the effectiveness of the UTE. Finally, to determine the scalability of the UTE model, final grade data for students enrolled in the mathematics courses involved in the UTE will be collected and analyzed, along with artifacts of implementation, such as syllabi from each institution. Research findings will inform the field about how the prospective teachers' knowledge and algebra teaching practices are influenced by mentored teaching experiences early in their preparation program. In particular, this study is among the first to examine how prospective teachers' understanding of the professional obligations of mathematics teaching that guide teacher decision making develop as a result of participating in such early field experiences. Finally, the findings will inform teacher preparation in other subject areas, such as science education, by providing a model for teacher preparation courses to partner with other introductory undergraduate courses that also serve as gateways to STEM degrees. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.