Exploring Computer Science Understanding and Rationales in Preservice Teacher Pathways through Faculty Professional Development
Keywords:
CSed, Professional DevelopmentAbstract
The demand for K-12 computer science education (CSed) is ever-increasing as technology permeates every aspect of society. Consequently, the need for well-prepared preservice teachers equipped with fundamental computer science knowledge has become paramount. Teacher education faculty play a critical role in the integration of CSed within preservice teacher training programs. However, there remains a significant knowledge gap regarding effective strategies for supporting faculty in this integration. This paper presents findings from a case study of a two-day, six-hour professional development initiative aimed at enhancing faculty understanding of computer science pedagogy and fostering integration rationales into preservice teacher education curricula. The study reveals that faculty emerged with a more nuanced understanding of CSed and diminished misconceptions conflating CS with general technology use. Furthermore, while rationales for integrating CSed varied, themes of access and equity emerged as central motivators across faculty perspectives, emphasizing the importance of CSed in preparing inclusive and equitable educational environments.
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[1] Grover, S., & Pea, R. (2013). "Computational Thinking in K–12: A Review of the State of the Field."
[2] Educational Policy, 27(6), 903-934.
[3] Margolis, J., Goode, J., & Estrella, R. (2017). "The Need for Representation: Envisioning an Inclusive Computer Science Classroom." Journal of Computer Science Education, 27(4), 337-347.
[4] Yadav, A., Bandhu, A., & Hambric, S. (2016). "Preparing Teachers to Teach Computer Science in K-
12." Journal of Teacher Education, 67(1), 57-70
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Copyright (c) 2024 Dr. E. Ramadevi (Author)
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