Support Partnership for New Bilingual Science and Engineering Teachers

本项目考察了拉丁双语教师在进入教学行业后，向双语学习者教授科学和工程的倾向是如何变化的。具体而言，本文探讨了双语教师在策划和教授双语理工科课程时，从社会支持较强的阶段过渡到社会支持匮乏的阶段，即从双语教师候选人到新手双语教师的转变过程。考虑到许多新教师面临的孤立，该项目将nbt定位为科学和工程教师，并为他们提供支持网络，包括同伴指导、指导和专业学习社区。这项工作很重要，因为缺乏社会支持可能会阻碍nbt对科学和工程内容的优先排序，从而导致拉丁裔在科学和工程领域的历史代表性不足。这个探索性研究项目代表了加州最大的双语教师培训项目——圣地亚哥州立大学双语和英语学习者教育系（DLE）——与当地教育机构（包括加州第二大学区）之间的合作关系。本项目的研究问题是：1。社区支持网络如何调解nbt向职业的过渡？2. 专业支持网络如何影响nbt的理工科教学？和3。在职业转型过程中，nbt公平的双语理工科教学倾向发生了怎样的变化？为了回答这些问题，该项目使用了一种混合方法，多案例研究设计使用归纳方法。多案例研究设计允许生成案例进行比较和/或检查。对于地区伙伴的传播和进一步的专业发展来说，说明性的案例是必不可少的。研究结果将在面向从业者的会议（如加州双语教育协会）和全国性会议（如全国双语教育协会、美国教育研究协会）上广泛分享。研究结果也将与不经常传播双语教育研究的受众分享（例如，国家科学教师协会和美国工程教育学会）。该项目由探索研究preK-12计划（DRK-12）资助，该计划旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。 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。

This project examines how Latine, bilingual teachers' dispositions to teach science and engineering to bilingual learners change as they enter the teaching profession. Specifically, it explores bilingual teachers' transition from a period of strong social support to one of scarce social support, i.e., from being Bilingual Teacher Candidates to Novice Bilingual Teachers (NBTs) as they plan and teach bilingual science and engineering lessons. Given the isolation that many new teachers face, the project positions NBTs as teachers of science and engineering and provides them with a network of support including peer coaching, mentorship, and a professional learning community. This work is important because scarce social support may hinder NBTs' prioritization of science and engineering content, thus contributing to the historical underrepresentation of Latines in science and engineering. This exploratory research project represents a partnership between the largest bilingual teacher preparation program in California--the Department of Dual Language & English Learner Education (DLE) at San Diego State University--and local educational agencies including California's second largest school district. The project's research questions are: 1. How does a community support network mediate NBTs' transition to the profession? 2. How does a professional support network influence NBTs' science and engineering instruction? and 3. How do NBTs' dispositions to teach equitable bilingual science and engineering change during their professional transition? To answer these questions, the project uses a mixed methods multiple-case study design using an inductive approach. A multiple-case study design permits the generation of cases for comparison and/ or examination. Illustrative cases will be essential for dissemination to district partners and for further professional development. Findings will be shared broadly at practitioner-oriented conferences (e.g., California Association for Bilingual Education) and national conferences (e.g., National Association for Bilingual Education, the American Educational Research Association). Findings will also be shared with audiences where bilingual education research is not often disseminated (e.g., National Science Teachers Association and the American Society of Engineering Education). The project is funded by the Discovery Research preK-12 program (DRK-12), which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. 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.