- Year 2023
- NSF Noyce Award # 2243225
- First Name Yaomingxin
- Last Name Lu
- Institution California State University, Fresno
- Role/Position Co-PI
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Mathematics, STEM Education (general)
- Target Audience Co-PIs, Evaluators/Education Researchers, Other Faculty/Staff, Project PIs
- Topics Developing Teacher Leaders, Partnerships for Success (High-need schools/informal institutions/industry/community), Research/Assessment/Evaluation, Resources for Teachers, STEM Content Area and/or Convergent Description Skills Development, Supporting New Teachers/Induction
- Session Length 30 minutes minutes
Our results show that the additional opportunities offered in the Noyce mentoring program are invaluable and necessary in order to develop the types of pedagogical content knowledge necessary to teach in high-needs schools. In this session, we will share the content and pedagogical mentoring activities we have provided to our Noyce scholars. Attendance will share their own project experiences, offer suggestions, and discuss the ways to better connect and have PST reflect the mathematics they will be teaching and the pedagogy that supports the diverse students in high-needs schools.
A mixed methods sequential case study design (Creswell & Plano Clarke, 2018) was used, and participants are Noyce scholars who have graduated from the program and transitioned to teaching in high-needs schools. We use longitudinal evaluation data collected from these participants during their sophomore and senior years in the integrated mathematics credential program as sources, in particular beginning teacher assessment data (TAD), open-ended interview transcripts, reflections from teaching-learning seminars, and responses to closed and open-ended questionnaires.
Having an experienced, well-prepared teacher makes a difference in student outcomes (Cardichon, et al., 2020), and retaining teachers in high-needs schools is even more challenging. In particular, teachers of students in high-needs schools need to transform content knowledge into a form appropriate for the diverse interests and abilities of students by drawing on culturally and linguistically appropriate instructional strategies and by building supportive and productive classroom practices. We operationalize components of Pedagogical Content Knowledge (PCK) (Shulman, 1987,1986) and Pedagogical Ways of Knowing (Cochran, et al, 1993) using the coding framework proposed by Hauk et al. (2014) and sets of instructional strategies for supporting students’ mathematical literacy. The purpose of this study is to understand in particular, how participants develop and utilize PCK that speaks to teaching diverse students in high-needs schools. Our evaluation data show that the suite of concurrent content and pedagogical mentoring improve integrated mathematics credential student retention in the major and provide ample evidence that these Noyce-supported graduates start to develop the deep pedagogical content knowledge envisioned by Hauk et al. (2014) by the time that they leave this program. While an integrated Math Credential program is well positioned to foster in prospective teachers’ connections between subject matter expertise and pedagogical competence our results suggest that the additional opportunities offered in the Noyce mentoring program are critical in order to develop the types of pedagogical content knowledge necessary to teach in high-needs schools.