Effective Novice Teachers: A Study of How Systems of Support Can Transform the Clinical Experience During Teacher Preparation

该Noyce研究轨道4项目旨在开发和研究支持系统，为正在学习在高需求学校制定公平教学的教师做好准备。这种类型的教学为学生提供了深入思考核心主题思想，参与学科讨论并解决真实问题的机会。该项目旨在让所有学生参与，不论其性别、社会经济地位或文化背景如何，并使所有学生都能学习科学和数学，该项目建议：（a）测试旨在培养职前教师对其学生的了解的工具、程序和材料;（B）确定适合新教师在其学习轨迹不同阶段的教学做法;（b）确定适合新教师的教学方法。（c）支持合作教师发挥导师的作用;（d）调查自主学习与新手学习之间的联系。 在这种情况下，代理是寻找各种学习机会的能力，并倡导计划，教学和与学生互动的机会。该项目将发展？学习资源的机会？相关案例研究。 这些材料有可能帮助其他教师教育计划提高副教师的影响？临床经验，导致更多的教师谁是准备自己的教室，特别是当服务种族，民族和语言多样化的学生。合作教师（资深教师）可以从其他项目资源中受益，这些资源将用于指导合作。这些材料还将包括复杂教学和学生智力参与的指南。通过教师教育计划，新手教师和导师教师在东道国学校的这些学习材料的机会可以创建一个共同的语言和理解的研究为基础的临床实践，这可以通知更有效的教师现场安置。这项工作建立在以前资助的Noyce研究项目的基础上，该项目记录了68名职前教师的临床经验如何塑造了他们的最终实践，并为他们未来的学生提供了学习机会。基于这些数据，本项目打算：a）通过结合以前和现在的研究结果，加强关于在临床经验中新手学习的支持系统的框架：B）开发一个工具，例程和资源系统，教师教育计划和他们的学校合作伙伴可以用来提高职前教师的机会来学习？雄心勃勃的教育？c）测试该项目将开发的学习材料的实施情况和效果。60多名职前中学科学和数学教师及其合作教师将参加该项目。 参与这项研究的三个教师教育项目从不同的人口统计数据中招募，并将他们的新手送到不同的社区，主要是服务不足的城市，郊区和农村。这种参与应使该项目能够根据其具体情况改进教材和执行程序，并根据不同的职前教师群体和他们的安置学校所服务的社区对调查结果进行分类。数据分析应该增加项目的行动理论和跨环境支持系统的功能。调查和访谈数据将被收集，以测试是否系统的资源影响的频率，变异性和职前教师的学习机会的质量。该项目将研究新教师在其临床经验过程中对这种机会的生产轨迹的坚持。 研究结果将有助于了解职前教师如何在支持性条件下学习，并协助该项目完善资源和项目经验，以优化职前教师作为专业教育者的潜在成功。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

This Noyce Research Track 4 project seeks to develop and study systems of support for preparation of teachers who are learning to enact equitable instruction in high-needs schools. This type of instruction provides students with opportunities to reason deeply about core subject matter ideas, take part in the discourses of the discipline, and solve authentic problems. It is designed to engage all students, regardless of gender, socioeconomic status, or cultural background, and to enable all students to learn science and math. This project proposes to: (a) test tools, routines, and materials designed to develop pre-service teachers' knowledge of their students; (b) identify instructional practices appropriate for novice teachers at different points on their learning trajectories; (c) support cooperating teachers in their roles as mentors; and (d) investigate the links between agency and novice learning. In this context, agency is the capacity to seek out diverse opportunities to learn and to advocate for opportunities to plan, teach, and engage with students. The project will develop ?opportunities-to-learn resources? and associated case studies. These materials have the potential to help other teacher education programs improve the impact of preservice teachers? clinical experiences, resulting in more teachers who are prepared for their own classrooms, especially when serving racially, ethnically, and linguistically diverse students. Cooperating teachers (veteran teachers) may benefit from other project resources that will be designed to guide collaboration. These materials will also include guides for complex instruction and students' intellectual engagement. Adoption of these opportunities-to-learn materials by teacher education programs, novice teachers, and mentor teachers in host schools could create a common language and understanding of research-based clinical practices, which could inform more effective teacher field placements. This work builds on a previously-funded Noyce Research project that documented how the clinical experience of 68 pre-service teachers shaped their eventual practice, and by extension, chances for their future students to learn. Based on these data, this project intends to: a) strengthen the framework about systems of support for novice learning during clinical experiences by combining findings from the previous and the current study: b) develop a system of tools, routines, and resources that teacher education programs and their school partners can use to enhance pre-service teachers' opportunities-to-learn about ?ambitious instruction? over the course of their field placement; and c) test the implementation and effect of the opportunities-to-learn materials that the project will develop. More than 60 pre-service secondary science and mathematics teachers, and their cooperating teachers, will participate in the project. The three teacher education programs involved in this research study recruit from diverse demographics and send their novices to varied communities, mostly underserved urban, sub-urban, and rural. This participation should allow the project to improve materials and implementation procedures for their specific context, and to disaggregate the findings according to different groups of pre-service teachers and the communities served by their placement schools. Data analysis should increase the functionality of the project's theory of action and the system of supports across settings. Survey and interview data will be collected to test if the system of resources influences the frequency, variability, and quality of pre-service teachers' opportunities-to-learn. The project will examine the novice teachers' adherence to a productive trajectory of such opportunities over the course of their clinical experience. Study findings will contribute to understanding how pre-service teachers learn under supportive conditions, as well as assist the project in refining resources and programmatic experiences to optimize the potential success of pre-service teachers as professional educators.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.