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Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

机译：表征STEM教师教育：基础教师明确STEM准备的负担和限制

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摘要

Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building on both general and STEM-specific teacher preparation principles, this program combined two traditional mathematics and science methods courses into one STEM block. Analysis compared preservice teachers in the traditional courses with those enrolled in the STEM block, investigating STEM teaching efficacy, reported and exhibited pedagogical practices, and STEM literacies using a pre-post survey as well as analysis of lesson planning products. Linear regression models indicated that substantial growth was seen in both approaches but STEM block preservice teachers reported significantly greater gains in STEM teaching efficacy as compared with traditional-route teachers. Lesson planning artifacts also demonstrated increased facilitation of STEM literacies, with specific attention to content integration, engineering and design, and arts inclusion. Technology and computational thinking emerged as areas for further growth and clarification in STEM teacher education models. Findings contribute to a growing research base on developing the STEM teacher workforce.
机译：尽管科学，技术，工程和数学（STEM）教育处于全国对话的中心，但相对较少的注意力集中在日益增长的STEM教师准备上，尤其是在小学阶段。这项研究分析了一种新颖的职前STEM教师教育模型的成果。该课程以通用和针对STEM的教师预备原则为基础，将两个传统的数学和科学方法课程结合到一个STEM模块中。分析将传统课程中的岗前教师与STEM块中的教师进行了比较，调查了STEM的教学效果，报告并展示了教学实践，并使用事前调查以及对课程计划产品的分析来展示STEM素养。线性回归模型表明，两种方法都可以看到显着的增长，但是与传统途径的教师相比，STEM岗前任职教师报告的STEM教学效能显着提高。课程计划工件还显示出对STEM文体的促进程度更高，特别关注内容集成，工程和设计以及艺术融合。在STEM教师教育模型中，技术和计算思想已成为需要进一步发展和阐明的领域。研究结果有助于发展基于STEM老师队伍的不断发展的研究。

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