Practice-Based Teacher Education Benefits Graduate Trainees and Their Students Through Inclusive and Active Teaching Methods

Shelley Stromholt, Benjamin Wiggins, Bailey Von der Mehden
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Abstract

Abstract The next generations of science, technology, engineering, and math (STEM) workers are being trained in college and university classrooms by a workforce of instructors who learn pedagogical practice largely on the job. While inclusive instructional practices and their impacts are increasingly well-studied, this training is difficult to instill within the professional development that most STEM professors receive before teaching their students. The Science Teaching Experience Program for Upcoming PhDs (STEP-UP) at the University of Washington was built to prepare future professors for inclusive excellence by guiding them through the literature in education research and providing them a space to practice active and inclusive teaching techniques. This study of STEP-UP uses a design-based approach to understand graduate trainee and undergraduate perceptions of the most salient aspects and outcomes of the program. Our study found that trainees used opportunities to practice inclusive teaching methods with a cohort of their peers, and crucially that these methods were evident in trainee-taught courses through multiple lines of evidence. STEP-UP-trained instructors used inclusive teaching strategies that helped students to feel socioemotionally supported. This study offers a model program that fosters inclusion and equity in undergraduate STEM classrooms through improving teaching professional development for graduate students.
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以实践为基础的教师教育通过包容和积极的教学方法使毕业生和他们的学生受益
下一代的科学、技术、工程和数学(STEM)工作者正在学院和大学的课堂上接受教师队伍的培训,这些教师主要是在工作中学习教学实践。虽然包容性教学实践及其影响的研究越来越充分,但这种培训很难在大多数STEM教授在教授学生之前接受的专业发展中灌输。华盛顿大学即将到来的博士科学教学体验项目(STEP-UP)旨在通过指导他们阅读教育研究方面的文献,并为他们提供实践积极和包容性教学技巧的空间,为未来的教授做好包容性卓越的准备。这项关于STEP-UP的研究采用了基于设计的方法来了解研究生实习生和本科生对该计划最突出方面和结果的看法。我们的研究发现,受训者利用机会与一群同龄人一起实践包容性教学方法,至关重要的是,通过多种证据,这些方法在受训者教授的课程中是显而易见的。训练有素的教师使用包容性教学策略,帮助学生感受到社会情感上的支持。本研究提供了一个示范项目,通过提高研究生的教学专业发展,促进STEM本科课堂的包容和公平。
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