Preparing Pre-Service Teacher Candidates for the Praxis Exam: An Innovative Model of Blended Support
Preparing Pre-Service Teacher Candidates for the Praxis Exam: An Innovative Model of Blended Support
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为职前教师候选人准备实践考试：混合支持的创新模式
DOI：
10.1145/3328778.3372654
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Zelkowski, Jeremy
中科院分区：
文献类型：
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作者：
Odom-Bartel, Rebecca;Fletcher, Carol;Owen, John;Gray, Jeff;Zelkowski, Jeremy
K-12计算机科学(CS)的扩展推动了对受过CS内容和教育学培训的教育工作者的巨大需求[1]。这张海报描述了我们努力将中学数学教育专业的教师候选人(即在教育学院内攻读学位的入职前教师)培养成未来的CS教育者。我们特别描述了我们合作为ETS CS Prxis考试(5652)提供为期六周的混合预备培训，帮助我们的职前学生在毕业和开始他们的专业教学生涯之前满足我们州的CS认证要求。考虑到职前CS教师培训的独特挑战[2]，将面授和在线教学相结合的混合模式是建立职前培训计划的有效方法。在我们的职前CS课程中，学生首先完成两门课程的课程，为他们提供AP CSP内容和教学经验，包括在当地AP CSP课堂上的观察[3]。在完成两门课程后，我们的学生参加混合版的WeTeach_CS Prxis预科课程，以获得认证。混合模式提供的面对面支持极大地促进了该项目的认证成功。加上Praxis考试的149分，我们所有完成这门课程的入职前学生都获得了及格分数(包括一名满分为200分的学生和另一名满分为195分的学生)；我们入职前学生的平均分数为175分。另有11名具有不同CS内容知识背景的在职教师也参加了Blend Praxis预备课程，平均得分为166分。鉴于职前CS教师培养的独特挑战，大学职前CS教师计划应着眼于由在职计划开发的创新教师支持模式，以在CS教师认证方面取得实质性进展。加入一个异步在线课程，允许具有广泛CS经验的教师按照自己的进度通过面授课程和支持来学习，似乎是帮助非CS主修教师考生获得CS证书的可行模式。在混合模式下，即使是没有CS背景知识的教师也是成功的。在我们的职前CS课程中，学生首先完成两门课程的课程，为他们提供AP CSP内容和教学经验，包括在当地AP CSP课堂上的观察[3]。在完成两门课程后，我们的学生参加混合版的WeTeach_CS Prxis预科课程，以获得认证。混合模式提供的面对面支持极大地促进了该项目的认证成功。加上Praxis考试的149分，我们所有完成这门课程的入职前学生都获得了及格分数(包括一名满分为200分的学生和另一名满分为195分的学生)；我们入职前学生的平均分数为175分。另有11名具有不同CS内容知识背景的在职教师也参加了Blend Praxis预备课程，平均得分为166分。加入一个异步在线课程，允许具有广泛CS经验的教师按照自己的进度通过面授课程和支持来学习，似乎是帮助非CS主修教师考生获得CS证书的可行模式。在混合模式下，即使是没有CS背景知识的教师也可以使用…
The expansion of K-12 computer science (CS) has driven a dramatic need for educators who are trained in CS content and pedagogy [1]. This poster describes our effort to train teacher candidates (i.e., pre-service teachers who are students seeking degrees within a College of Education), who are specializing in secondary mathematics education, to be future CS educators. We specifically describe our collaboration to provide a blended preparatory six-week training for the ETS CS Praxis exam (5652), assisting our pre-service students in satisfying the CS certification requirements in our state before they graduate and begin their professional teaching career. Given the unique challenges of pre-service CS teacher preparation [2], blended models, which combine both in-person and online instruction, are an effective approach to building a pre-service program. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Given the unique challenges of pre-service CS teacher preparation, university pre-service CS teacher programs should look to innovative models of teacher support developed by in-service programs to make substantial gains in CS teacher certification. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS …
为未来 AP CS 原理教师做好准备的职前途径
DOI：
10.1145/3328778.3366945
发表时间：
2020
期刊：
ACM Technical Symposium on Computer Science Education (SIGSCE
影响因子：
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作者：
Gray, Jeff;Odom-Bartel, Rebecca;Zelkowski, Jeremy;Hamner, Karl;Rodgers-Farris, Sierra
通讯作者：
Rodgers-Farris, Sierra