Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics
Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics
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DOI：
10.1177/0888406421992376
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发表时间：
2021-02-25
影响因子：
2.9
通讯作者：
Yadav, Aman
中科院分区：
文献类型：
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作者：
Bouck, Emily C.;Sands, Phil;Yadav, Aman
在K - 12学校中，学生越来越多地有机会接触计算思维（CT）和计算机科学（CS）。然而，这种机会并不总是延伸到残疾学生身上。增加残疾学生对CT和CS（CT/CS）接触的一种方法是让特殊教育教师做好相关准备。在这项研究中，研究人员探索在为残疾学生或有残疾风险的学生开设的数学方法课程中，让特殊教育职前教师接触CT/CS的理念。通过分析31名特殊教育职前教师的教案和反思，研究人员了解到，就职前特殊教育教师在数学中对CT/CS的有限接触而言，总体上存在着新的希望。具体来说，职前教师展示了将CT/CS纳入数学教案的能力，并通过对这些课程的反思，表明他们理解CT/CS如何可能加强对残疾学生的教学。然而，研究人员也发现，需要为特殊教育职前教师增加CT/CS方面的经验和机会，以便更积极地影响残疾学生获得相关知识的途径。
Increasingly in K-12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.