At a large Hispanic-Serving Institution in the southwestern United States, physics was integrated into an algebra content course for preservice teachers. Due to the pandemic, content was asynchronously taught during the fall 2020 semester. During the fall 2021 semester, content was taught in both hybrid and face-to-face format. This research question was: Regarding preservice teachers’ leaning and academic experiences, what were the differences between perceptions of preservice teachers’ learning on the subject of physics-based algebra in an asynchronous format compared to a hybrid or face-to-face format? Data were gathered from both preservice teachers and their instructors. Data from preservice teachers showed that the in-person and hybrid instruction cohort saw a significant change in Personal Mathematics Teaching Efficacy from pre- to post-test when testing at the .05 level, whereas this was not the case for the online instruction cohort. There was no statistical difference in the post Personal Mathematics Teaching Efficacy and post Mathematics Teaching Outcome Expectancy scores between the face-to-face and hybrid preservice teachers and the asynchronous preservice teachers. Their instructors felt that experiences were more fruitful in a face to face format.
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Trust the Teachers! Conducting School-Based Research in a Rural Middle School When Building Relationships Face-to-Face Is Not Possible
The success of our project depended on forming a trusting, collaborative relationship with teachers and conducting in-depth interviews with adolescents who had never met our team. Yet, when we were ready to launch this work, it was not safe to meet with teachers or students in-person due to the COVID-19 pandemic. Nor was it possible to conduct site visits to the school. How could we continue collaborative module development and conduct meaningful research when the in-person methods we planned for our study were no longer feasible given the health and safety challenges of the pandemic? Our team had to make important decisions about module development and deployment while keeping students' and teachers' health and safety in mind. Rather than focusing on the problems of being unable to perform face-to-face data collection or module development, we began exploring new and alternative technological solutions. Building trust and engaging teachers while negotiating the communicative and relational restrictions inherent in online interactions was another challenge addressed in the paper.
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- Award ID(s):
- 2039616
- PAR ID:
- 10475214
- Editor(s):
- Haeussler Boha, C.; Pecore, J.L.; Allaire, F.S.
- Publisher / Repository:
- Information Age Publishing
- Date Published:
- Journal Name:
- Curriculum and Teaching Dialogue
- Volume:
- 24
- Issue:
- 1 & 2
- ISSN:
- 9798887300504
- Page Range / eLocation ID:
- 269-274
- Subject(s) / Keyword(s):
- teacher partnership mathematics education computer science education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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