Analysis of a Teaching School Model for Improving STEM Undergraduate Teacher Education and Professionalism

在NSF改善本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目通过扩大选择城市STEM教学职业的准备充分的STEM专业的数量来服务于国家利益。一个重要的国家优先事项是为美国学校的所有年轻人提供最高水平的STEM教师。 为了取得全面成功，城市STEM教师必须具备深厚的STEM知识，能够将STEM知识和实践转化为年轻人可以理解的东西，并深入了解城市环境和青年。 为了培养下一代高技能的城市STEM教师，需要新的方法来吸引、培养和留住教师。 来自密歇根大学和底特律公立学校社区区的研究人员和教育工作者团队寻求在大学本科STEM专业的招聘和准备成为STEM教师方面带来实质性的机构层面的变化。该项目的核心是设计和实施一个“教学学校”，它借鉴了教学医院模式的最佳维度，为熟练和上下文敏感的专业实践做好准备。 在学生的大学和早期教学期间，教学学校将在共享的城市学校环境中提供沉浸式教学实践。 预计这些经验将提高职前和在职教师的专业技能和作为教师的专业身份。 一项相关的研究将审查教学学校模式的成功。 因此，该项目有可能产生新的知识，了解大学和中学系统如何协调一致，以支持培养能够为所有学生提供严格STEM教学的熟练教师。在该项目的教学学院，参加大学中学教师教育计划的本科STEM专业（“实习生”）将学习使用复杂的基于探究和以学生为中心的方法进行教学。 这种学习将发生在实习生一起教彼此，从专家教师（“主治教师”）和大学为基础的教师教育工作者（“主治教师教育工作者”）的指导。 随着他们通过三个学期的培训计划，实习生将承担越来越高的责任。 毕业和认证后，他们将支付“住院医师”，由主治教师和主治教师教育工作者继续指导。 该项目将采用基于设计的研究方法和过程评估，跨越工作的迭代周期和多个机构，以支持和研究教学学校的实施。该项目将审查：1）STEM本科生的学习如何与制度结构，实践和工具相关并得到支持; 2）在教学学校培训的STEM教师如何为青少年的STEM学习做出贡献;以及3）教学学校模式的可持续性和实用价值。该分析旨在改进教师培训模式，建立概念证明，并产生关于如何招聘和支持本科STEM职前教师的新知识，以通过大学和中学系统的转型和调整提供公平和严格的STEM教学。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过IUSE机构和社区转型轨道，该计划支持在高等教育机构和学科社区中转变和改善STEM教育的努力。该奖项反映了NSF的法定使命，并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，被认为值得支持。

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project serves the national interest by expanding the number of well-prepared STEM majors who choose careers in urban STEM teaching. An important national priority is to provide all young people in US schools with STEM teachers of the highest caliber. To be fully successful, urban STEM teachers must have deep STEM knowledge, the ability to translate STEM knowledge and practices into something young people can understand, and deep understanding of urban environments and youth. To prepare the next generation of highly-skilled, urban STEM teachers at scale requires new ways of attracting, preparing, and retaining teachers. A team of researchers and educators from the University of Michigan and the Detroit Public Schools Community District seeks to bring about substantive institutional-level changes in how undergraduate STEM majors at the University are recruited and prepared to be STEM teachers. At the core of this project is the design and implementation of a "Teaching School," which draws upon the best dimensions of the Teaching Hospital Model to prepare novices for skilled and contextually sensitive professional practice. During students' college and early teaching years, the Teaching School will provide an immersive teaching practice in a shared urban school setting. It is expected that this experience will enhance the pre- and in-service teachers' professional skills and professional identities as teachers. An associated research study will examine the success of the Teaching School Model. Thus, the project has the potential generate new knowledge about how alignment of university and secondary school systems can support the preparation of skilled teachers who can provide rigorous STEM teaching for all students.In the project's Teaching School, undergraduate STEM majors enrolled in the University's secondary teacher education program ("Interns") will learn to teach using sophisticated inquiry-based and student-centered approaches. This learning will occur as the Interns teach alongside one another, with guidance from expert teachers ("Attending Teachers") and university-based teacher educators ("Attending Teacher Educators"). As they move through the three-semester training program, the Interns will take on increasingly higher levels of responsibility. After graduation and certification, they will have paid "Residencies," with continued mentoring by Attending Teachers and Attending Teacher Educators. This project will employ design-based research methods and process evaluation across iterative cycles of work and multiple institutions to support and study the implementation of the Teaching School. The project will examine: 1) how STEM undergraduates' learning is related to and supported by institutional structures, practices, and tools; 2) how STEM teachers trained in the Teaching School contribute to adolescents' STEM learning; and 3) the sustainability and practical value of the Teaching School model. The analysis intends to improve the teacher-training model, establish a proof of concept, and generate new knowledge about how undergraduate STEM pre-service teachers can be recruited and supported to provide equitable and rigorous STEM teaching through the transformation and alignment of university and secondary systems. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the IUSE Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.