“I would be afraid to be a bad CS teacher”: Factors Influencing Participation in Pre-Service Secondary CS Teacher Education
“I would be afraid to be a bad CS teacher”: Factors Influencing Participation in Pre-Service Secondary CS Teacher Education
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“我害怕成为一名糟糕的计算机科学教师”：影响参与职前中等计算机科学教师教育的因素
DOI：
10.1145/3501385.3543966
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ko, Amy J.
中科院分区：
文献类型：
--
作者：
Everson, Jayne;Ko, Amy J.
目标.教师是必不可少的，使计算教育提供给学生。可持续地准备计算机科学（CS）教师的一个关键地方是职前准备课程，这通常是美国认证所需的。先前的工作已经研究了人们选择成为教师或选择不成为教师的许多原因，但很少有先前的工作已经研究了在特别是职前阶段追求CS认证的因素。我们招募了五名教师候选人谁选择追求CS培训在一个新的职前教师准备计划在美国和五名候选人谁表示有兴趣，但最终选择了out.Method。我们进行了半结构化的远程访谈，并进行了主题分析，以归纳识别影响候选人决策的因素。候选人表现出许多正义的概念，促使他们教CS，包括修复过去的错误教育，提高代表性，并扩大识字。考生报告了许多内容知识和身份因素，包括CS教育的负面经验，CS自我效能低，不属于CS社区或被尊重的感觉。作为新手教师的照顾能力是另一个因素：候选人担心在大流行期间因教学和培训而疲惫不堪的同时无法照顾学生的需求，以及因在多个学科领域获得认证而增加课程准备工作量的风险。最后，候选人还考虑机会成本，如收入和工作保障的损失作为影响他们的决定的因素。这些因素突出了揭示和消除隐性障碍的重要性，如不公正和不公平，以及明确的障碍，如资金和过度劳累，使未来的教师对教授CS感到有信心，并感到能够为学生创造公平，包容的学习环境。
Objectives. Teachers are essential to making computing education available to students. A key place to sustainably prepare computer science (CS) teachers is in pre-service preparation programs, which are often required for certification in the United States. Prior work has examined many reasons that people choose to become teachers — or choose not to — but little prior work has examined factors that shape the pursuit of CS certifications in pre-service in particular.Participants. We recruited five teacher candidates who chose to pursue CS training in a new pre-service teacher preparation program in the United States and five candidates who expressed interest, but ultimately opted out.Method. We conducted semi-structured, remote interviews and performed a thematic analysis to inductively identify factors that influenced candidates’ decisions.Findings. Candidates displayed many conceptions of justice that motivated them to teach CS, including repairing past wrongs in education, improving representation, and expanding literacy. Candidates reported many content knowledge and identity factors, including negative experiences in CS education, low CS self-efficacy, and a sense of not belonging or being respected in CS communities. Capacity for care as novice teachers was another factor: candidates feared not being able to care for students’ needs while experiencing exhaustion from teaching and training during a pandemic, as well as the risks of added course preparation workload from being certified in multiple subject areas. Finally, candidates also considered opportunity costs like loss of income and job security as factors influencing their decisions.Conclusion. These factors highlight the importance of surfacing and dismantling implicit barriers, like injustice and inequity, and explicit barriers, like funding and overwork, so that future teachers feel confident in teaching CS and feel able to create equitable, inclusive environments for students to learn.
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实现 CSforAll：培养特殊教育职前教师为残疾学生提供计算服务
DOI：
10.1145/3478431.3499333
发表时间：
2022
期刊：
Technical Symposium on Computer Science Education
影响因子：
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作者：
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通讯作者：
Samuels, John
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通讯作者：
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影响因子：
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作者：
Lijun Ni;M. Guzdial
通讯作者：
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影响因子：
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作者：
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工程、计算和技术领域的公平和持续参与研究，RESPECT 2020，美国俄勒冈州波特兰，2020 年 3 月 10-11 日
DOI：
10.1109/respect49803.2020
发表时间：
2020
期刊：
2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)
影响因子：
--
作者：
Christina Gardner;Nicki Washington;Edward Dillon;Gloria Washington;Jamie Payton
通讯作者：
Jamie Payton