Award # DRL-1019860

1. Field Placements and Field Based Methods Courses K-5 Teachers and Administrators University Science and Mathematics Preservice Teacher Educators Scientists and Mathematicians Co-Education Community/Third Space Collaborative Design & Implementation Field-based, Co-designed Methods Courses Field Placements with Inservice Teachers in Ongoing Professional Development Program Long-term Apprenticeships with Teachers Mentoring Content Workshops K-5 Teachers and Administrators University Science and Mathematics Preservice Teacher Educators Beyond Bridging: Co-Education of Preservice & Inservice Elementary Teachers in Science &Mathematics Partners Goals & Research Questions The Problem 1. Develop and evaluate co-educational preservice teacher education experiences that emphasize inquiry-based science teaching and problem-solving mathematics. a. What connections do preservice teachers make between methods course experiences, their mentoring from inservice teachers, and classroom experiences? b. What do preservice teachers learn about inquiry-based science teaching and problem-solving mathematics? c. Which contexts and what experiences support preservice teacher learning? 2. Develop and evaluate co-educational professional development experiences for K-5 school teachers that enhance knowledge of mentorship and supports self examination of inquiry and problem-solving techniques. a. What connections do inservice teachers make between professional development, mentoring, and their own teaching? b. What do inservice teachers learn about mentoring and teaching through their participation? 3. Engage scientists and mathematicians to collaborate in the development of preservice and inservice offerings. a. What contributions do scientists and mathematicians make to the education of preservice teachers? b. What do scientists and mathematicians learn through participation in co-educational activities? University of Arizona College of Education PI – Bruce Johnson Project Director – Molly Romano Key faculty – Erin Turner, Kristin Gunckel, Marcy Wood, Walter Doyle, Maura Varley, Courtney Koestler Graduate students – Elsa Schaub, PC Hseih, Philip Stevens Tucson Unified School District Co-PI -- Margaret Shafer Science specialist – Marleen Lyon Mathematics specialist – Melinda Radon Cragin Elementary School Davidson Elementary School University of Arizona College of Science Dept of Mathematics Co-PI -- Marta Civil Dept of Ecology & Evolutionary Biology Co-PI -- Katrina Mangin There is a well-recognized disconnect between K-5 classrooms and science and mathematics methods courses:Inservice teachers in K-5 classrooms often do not use the same kinds of problem-solving and inquiry teaching practices that mathematics educators advocate and preservice teachers may failto engage in problem-solving and inquiry teaching practices when they become new teachers. Bridges as Failed Solutions Attempts to bridge the void between K-5 classrooms and methods courses (many of which we have tried) have sought to both situate preservice teacher learning in K-5 classrooms and change K-5 classrooms to better reflect reform science and mathematics teaching practices. However, K-5 classrooms and the university methods courses remain separate communities of practice, with K-5 inservice teachers and preservice teachers constructing different meanings, practices, and identities around science and mathematics teaching. The bridge intended to connect the two communities provides few supports for overcoming the significant barriers to change in the practices of either community. Sequence Beyond Bridging: A Third Space Model We are designing a new model that moves beyond bridging, drawing from the construct of a third space (Gutierrez, Baquedano-Lopez, Alvarez, & Chiu, 1999; Moje, Collazo, Carrillo, & Marx, 2001) and the notion of boundary communities (Wenger, 1998). This new, transformational space is being created where IS and PS teachers, mathematics and science teacher educators, scientists and mathematicians come together to build new meanings, practices, and identities. Award # DRL-1019860 Contact PI: Bruce Johnson brucej@email.arizona.edu DR K12 PI Meeting Dec. 1-3, 2010 Washington, D.C.