PhysTEC: Community Models that Transform Physics Teacher Education

美国高中物理教师的严重短缺和缺乏多样性扼杀了劳动力和经济发展。每年，只有不到25%的新物理教师的需求可以通过教师培训计划来满足。20多年来，物理教师教育联盟（PhysTEC），美国物理学会（APS）和美国物理教师协会（AAPT）的合作，一直致力于通过支持本科物理教师教育（PTE）计划来解决这一短缺问题，这些计划的毕业生既有很强的内容知识又有教学培训。在这个奖项中，PhysTEC将扩大和建立物理系和教师教育计划社区的能力。他们将改变联盟，为社区成员带来更多的所有权和代理权。研究和评估将有助于PI了解什么是有效的，他们将在社区内外广泛传播研究结果。以前资助的网站的持续努力将通过能力建设赠款，通过会议召集社区，表彰优秀的物理教师，并庆祝教师教育计划和网络，准备许多高素质的物理教师的支持。该项目具有许多研究和循证策略，这些策略是通过先前的PhysTEC迭代开发的。将重新设计过程和干预措施，使其更具包容性，并对PTE方案存在的各种情况作出反应。将采用五种关键方法：（1）扩展PhysTEC模式，以支持各种机构和机构网络;（2）为PTE计划提供更广泛的资金和支持选项进行能力建设;（3）分享对PhysTEC社区内需求，故事和人员的更深入了解;（4）促进社区机构和领导力;（5）促进社区发展。（5）支持PhysTEC计划的教师毕业生。PI将研究教师如何发展与PTE相关的身份，包括新的网络队列模型如何影响这些身份。将定期评价所有活动，重点是建设各网站和网络的评价能力，以维持其努力。 鉴于PhysTEC的使命是确保所有学生都能从高素质的教师那里学习物理，活动旨在公平地解决严重的物理教师短缺问题。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。

The severe shortage of, and lack of diversity among, high school physics teachers in the US stifles workforce and economic development. Each year, less than 25% of the need for new physics teachers can be met by teacher preparation programs. For more than 20 years, the Physics Teacher Education Coalition (PhysTEC), a collaboration of the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has worked to address this shortage by supporting undergraduate physics teacher education (PTE) programs whose graduates have both strong content knowledge and pedagogical training. In this award, PhysTEC will scale up and build the capacity of the community of physics departments and teacher education programs. They will transform the coalition to bring more ownership and agency to community members. Research and evaluation will help the PIs to understand what works and they will disseminate findings broadly in the community and beyond. Previously funded sites’ ongoing efforts will be supported through capacity building grants, convening the community through conferences, recognizing excellent physics teachers, and celebrating teacher education programs and networks that prepare many highly qualified physics teachers. This project features many research- and evidence-based strategies that have been developed through prior PhysTEC iterations. Processes and intervention will be redesigned to be more inclusive and responsive to the varied contexts in which PTE programs exist. Five key approaches will be used: (1) extending the PhysTEC model to support diverse kinds of institutions and networks of institutions; (2) building capacity for a broader range of funding and support options for PTE programs; (3) sharing a deeper understanding of the needs, stories, and people within the PhysTEC community; (4) promoting community agency and leadership; and (5) supporting teacher graduates of PhysTEC programs. The PIs will conduct research into how faculty develop identities related to PTE, including how the new Network Cohort model influences these identities. All the activities will be evaluated regularly, with an emphasis on building evaluative capacity among the sites and networks to sustain their efforts. Given PhysTEC’s mission to ensure all students could learn physics from a highly qualified teacher, activities are designed to equitably address the acute physics teacher shortage.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.