Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
复制标题
符合标准的教学支持，以提升计算机科学教师的教学内容知识
DOI：
10.1145/3478431.3499403
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Yang, Hui
中科院分区：
文献类型：
--
作者：
Basu, Satabdi;Rutstein, Daisy;Tate, Carol;Rachmatullah, Arif;Yang, Hui
K-12 CS教育的快速扩张使得支持CS教师变得至关重要，其中许多人是CS教学的新手，需要必要的资源和培训来加强他们对CS概念的理解以及如何有效地教授CS。计算机科学教师通常在不同年级或不同学年使用不同的编程语言教授不同的课程，并且往往会为他们需要教授的每门课程接受不同的专业发展（PD）。这往往导致对CS的基本概念缺乏深刻的理解，以及不同的课程如何以不同的方式处理相同的概念。授权教师发展CS标准的深刻理解，并使用形成性评估来认识与标准相关的常见学生挑战，将使教师能够提供更有效的CS教学，无论他们的任务是使用课程和/或编程语言。本立场文件主张支持CS教师专业学习，通过补充现有的特定课程的教师PD与标准一致的PD，侧重于教师的概念理解CS标准和能力，以适应教学的基础上，学生理解的概念CS标准。我们分享了如何设计符合标准的教育资源和教学支持工具的具体例子，这些工具促进了教师对CS标准和常见学生挑战的理解，并发展了教师的形成性评估素养，这些都是CS教学内容知识的重要组成部分。
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school years, and tend to receive different professional development (PD) for each curriculum they are required to teach. This often leads to a lack of deep understanding of the underlying CS concepts and how different curricula address the same concepts in different ways. Empowering teachers to develop a deep understanding of CS standards, and use formative assessments to recognize common student challenges associated with the standards, will enable teachers to provide more effective CS instruction, irrespective of the curriculum and/or programming language they are tasked with using. This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS standards and ability to adapt instruction based on student understanding of concepts underlying the CS standards. We share concrete examples of how to design standards-aligned educative resources and instructionally supportive tools that promote teachers' understanding of CS standards and common student challenges and develop teachers' formative assessment literacy, all essential components of CS pedagogical content knowledge.
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DOI：
--
发表时间：
2011
期刊：
影响因子：
--
作者：
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DOI：
10.1145/3017680.3017798
发表时间：
2017
期刊：
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影响因子：
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影响因子：
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DOI：
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发表时间：
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期刊：
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影响因子：
--
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