The Impacts of Pre-service Supervised Field Experiences on Elementary Teachers Retention and Effectiveness in Mathematics

在职前准备阶段，未来的教师获得关键的技能和知识，教学数学。监督的实地经验，学生教师在合作教师的指导下在课堂上运用他们的技能和知识，已被证明是特别重要的，在准备有效的未来教师。然而，关于受监督的现场经验如何影响学生成绩和重要的教师成果（例如职业保留），还有很多需要澄清的地方。在这项研究中，研究人员将跟踪教学候选人，因为他们从教师准备的最后阶段过渡到小学教学的第一年，并将调查职前监督现场经验对参与者的保留决定和学生的数学成绩的影响。这项工作将告知美国职前教师准备计划如何更好地支持他们所服务的职前教学候选人，特别关注对教师和学生的成果产生最积极影响的监督实地经验的组成部分。该项目由EHR核心研究（ECR）计划资助，该计划支持推进STEM学习和学习环境的基础研究，扩大STEM参与，以及STEM劳动力发展的工作。研究团队将纵向跟踪大约1，200名教师候选人，从他们的职前准备的最后一年到他们的前两年教学。他们将参与者在监督现场经验的经验，以学生的数学成绩，出勤率和行为，以及教师的职业生涯保留一次在职业生涯。他们将进一步阐明实地经验和教师和学生的成果之间的关系，通过探索教师进入职业的各个方面，包括他们的数学知识教学和自我效能，数学教学质量和幸福感。通过关注职业准备和进入的认知和心理方面，这项研究将为大学教师准备计划的设计和完善提供信息，其目标是确保新的小学教师不仅能够为学生提供支持数学成就的指导，但教师本身有能力成功地适应他们的职业生涯。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用的支持，基金会的学术价值和更广泛的影响评审标准。

In the pre-service preparation stage, future teachers gain critical skills and knowledge for teaching mathematics. Supervised field experiences, where student teachers apply their skills and knowledge in classrooms under the mentorship of cooperating teachers, have been shown to be particularly important in preparing effective future teachers. However, there is still much to be clarified about how supervised field experiences impact student achievement and important teacher outcomes such as career retention. In this study, the researchers will follow teaching candidates as they transition from the final stages of teacher preparation into the first years of elementary teaching and will investigate the impact of pre-service supervised field experiences on participants’ retention decisions and their students’ mathematics achievement. This work will inform how U.S. pre-service teacher preparation programs can better support pre-service teaching candidates they serve, with a specific focus on the components of supervised field experiences that have the most positive impacts on the outcomes of teachers and students. This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.The research team will follow approximately 1,200 teaching candidates longitudinally from their final year of pre-service preparation through their first two years of teaching. They will connect participants’ experiences in supervised field experiences to students’ mathematics achievement, attendance, and behavior, and teachers’ career retention once in the career. They will further explicate the relations between field experiences and teacher and student outcomes by exploring aspects of teachers’ entry into the profession, including their mathematical knowledge for teaching and self-efficacy, mathematics instructional quality, and well-being. By focusing on both the cognitive and psychological aspects of career preparation and entry, this research will inform the design and refinement of university-based teacher preparation programs with the goal of ensuring that new elementary teachers are not only equipped to provide students with instruction that supports mathematics achievement, but that teachers themselves are equipped to adjust to their careers successfully.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.