Stieben Margaret E, Pressley Thomas A, Matyas Marsha Lakes
American Physiological Society, Rockville, Maryland.
Texas Tech University Health Sciences Center, Lubbock, Texas.
Adv Physiol Educ. 2021 Jun 1;45(2):191-206. doi: 10.1152/advan.00158.2020.
Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models-research experiences for teachers and online PD-for their comparative impacts on middle and high school teachers' understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical "tool kit" that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers' preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.
许多国家报告呼吁从幼儿园到12年级的教师增加他们的学科知识、以学生为中心的学习方法方面的专业技能，以及应对日益多样化学生群体的能力。从历史上看，大多数教师专业发展（PD）并未应对这些多重挑战。我们评估了两种专业发展模式——教师研究经历和在线专业发展——以比较它们对初中和高中教师理解、准备使用和实际使用经过验证的STEM教学方法及STEM职业信息的影响。这些项目的独特之处在于专注于为教师配备一个教学“工具包”，以支持教学和评估方法、STEM内容、技术使用以及与不同学生合作方面的持续变革。研究结果表明，两种项目模式都提高了教师使用目标STEM教学方法的准备程度和使用频率。有暑期研究经历的教师获得了额外的益处。
