Preparing Humanizing and Culturally Relevant STEM Teachers through STEM Teacher Education Grounded in Justice, Community, and Leadership

该项目旨在满足全国对不同教室和高需求地区高效STEM教师的需求。这是一个关键问题，因为在过去的十年里，STEM证书在全国范围内下降，STEM教师更替，女性和有色人种在STEM教学中的代表性不足。为了满足这一需求，该项目将培养未来的STEM教师，使他们以严格的STEM学科实践为基础，同时采用人性化、文化相关和以正义为导向的教学方法。该项目针对未来STEM教师的特点包括：1)为高度积极的STEM专业学生成为STEM教师提供财政支持；2)加强STEM教学、实地经验和实践社区的学习；3)正义型教师专业生涯轨迹支持；4)敬爱的STEM教育工作者社区-在圣玛丽，与当地教师，以及国家和地区的STEM和教育正义专业网络。项目团队期望，来自不同背景的STEM教师不仅会进入这一职业，而且会继续作为以公平为导向的城市学校变革推动者。圣玛丽的这个项目包括与Mt. Diablo联合学区的合作，这是一个急需的当地教育机构。项目目标包括促进学者在五个知识基础上的成长：STEM内容知识、自我知识：STEM教师定位、与青年和社区团结的知识、人性化教学知识、教育正义知识和教师作为变革推动者的知识。该项目将在五年内（2023-2028）资助17名积极进取的学生完成4+1课程，包括STEM学科（生物、生物化学、化学、地球与环境科学、数学或物理）的学士/学士学位；辅修司法、社区和领导；二级教师资格证书；以及教学艺术硕士学位。该项目将产生关于STEM学科、中学教学法和司法研究融合的新知识，为STEM教师的培养奠定基础，从而为该领域做出贡献。通过案例研究数据和参与者调查获得的关于STEM教师轨迹的见解可能会导致确定基于证据的策略，以提高STEM教师在高需求学校的准备和保留。该项目旨在影响a)圣玛丽的STEM教师候选人，让他们准备进入基于STEM学科、中学教育学和司法研究的STEM教学；b)通过将高素质的STEM教师引入该地区并提供专业实践社区，为Mt. Diablo的STEM教师和青年提供帮助；c)通过教育和保留STEM教师变革推动者进行STEM教师教育。该项目提出了一种可扩展的人性化、与文化相关的STEM教师教育模式。项目结果将通过同行评议的报告和出版物传播。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need for highly effective STEM teachers in diverse classrooms and in high-need districts. This is a critical problem given the decline in STEM certificates nationally over the last decade, STEM teacher turnover, and that women and People of Color are under-represented in STEM teaching. To address this need, this project will prepare prospective STEM teachers to be grounded in rigorous STEM disciplinary practices alongside humanizing, culturally relevant, and justice-oriented teaching pedagogies. Features of the project for prospective STEM teachers include: 1) Financial support for highly motivated STEM majors to become STEM teachers, 2) Enhanced learning to teach STEM, field experiences, and communities of practice alongside practicing teachers; 3) Justice-oriented teacher professional career trajectory support; and 4) Beloved STEM educator community – within Saint Mary’s, with local teachers, and with national and regional STEM and educational justice professional networks. The project team expects that STEM teachers from diverse backgrounds will not only enter the profession but persist as equity-oriented transformative urban school change agents.This project at Saint Mary’s includes a partnership with Mt. Diablo Unified School District, a high-need local educational agency. Project goals include fostering scholars’ growth along five knowledge bases: STEM content knowledge, knowledge of self: STEM teacher positionality, knowledge in solidarity with youth and communities, humanizing pedagogical knowledge, and knowledge of educational (in)justice and teachers as change agents. This project will provide financial support over five years (2023-2028) for 17 highly motivated students to complete a 4+1 consisting of a BA/BS in a STEM discipline (biology, biochemistry, chemistry, earth and environmental science, mathematics, or physics); a minor in Justice, Community, and Leadership; a secondary teaching credential; and Master’s in the Art of Teaching. This project will contribute to the field by generating new knowledge on the convergence of STEM disciplinary, secondary pedagogy, and justice studies as foundations for STEM teacher preparation. Insights gained about STEM teachers’ trajectories through case study data and participant surveys could potentially lead to the identification of evidence-based strategies to improve STEM teacher preparation and retention in high-need schools. This project seeks to impact a) Saint Mary’s STEM teacher candidates by preparing them to enter STEM teaching grounded in STEM disciplinary, secondary pedagogy, and justice studies; b) STEM teachers and youth in Mt. Diablo by bringing highly qualified STEM teachers into the district and offering professional communities of practice; and, c) STEM teacher education through the education and retention of STEM teacher change agents. This project advances a scalable model of humanizing, culturally relevant STEM teacher education. The project findings will be disseminated through peer-reviewed presentations and publications. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.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.