Building a Pathway for CS Principles Teachers: A Two-course Sequence for Secondary Education Mathematics Pre-service Teachers

亚拉巴马塔斯卡卢萨大学提议开发一种新的模式，为副教授做准备，以实现将计算机科学（CS）教育扩展到数万所学校的CSforAll目标。 该项目将扩大现有的研究-实践伙伴关系（RPP），以支持中等数学专业（SEMA）学生的课程，使他们能够在未来的学校提供AP计算机科学原理（CSP）。许多目前的CS教育专业发展（PD）的努力集中在现有的在职教师，但未来的增长也需要考虑准备的副教育专业谁将通过接触CSP主题开发内容和教学CS知识。拟议的工作推进了课程序列和相关活动，形成了一个途径，为那些没有深入的预先存在的CS内容知识的职业教育工作者。该序列包括一个现有的CSP课程目前采取的所有SEMA学生，和一个新的，第二个课程，为那些学生有兴趣在教学CSP除了数学。第二门课程将向学生介绍与CS教育公平相关的主题，概述各种K-12 CS标准（包括新制定的亚拉巴马K-12 CS标准），探索与计算思维实践和CS内容知识的数学联系，考虑大学理事会认可的大学先修课程（AP）CSP课程的各种细微差别，并建立对AP CSP大思想和学习目标的更深入的理解。学生还将参加教学实习，并在RPP成员的当地高中担任实习教师。他们还将有机会参加大学理事会CSP AP暑期学院和一个专注于CS教育的会议。课程将由外部评估。此外，RPP的研究人员和从业人员将开发和探索一套与SEMA学生的兴趣和自我效能有关的研究问题，因为他们准备成为CSP教师。这些新的教师将是催化剂，扩大参与计算在高中，迄今为止还没有建立一个CS课程。

The University of Alabama Tuscaloosa proposes to develop a new model for preparing preservice teachers to realize the CSforAll goal of scaling computer science (CS) education to tens of thousands of schools. The project will expand an existing research-practitioner partnership (RPP) to support preservice Secondary Mathematics (SEMA) students with coursework that will prepare them to offer AP Computer Science Principles (CSP) at their future school. Many current Professional Development (PD) efforts for CS education focus on existing in-service teachers, but the future growth will also need to consider the preparation of preservice Education majors who will develop content and pedagogical CS knowledge through exposure to CSP topics. The proposed work advances a course sequence and associated activities that form a pathway for preservice educators who do not have deep pre-existing CS content knowledge. The sequence includes an existing CSP course currently taken by all SEMA students, and a new, second course for those students with an interest in teaching CSP in addition to mathematics. This second course will introduce students to topics related to equity in CS education, overview various K-12 CS standards (including the newly developed Alabama K-12 CS standards), explore connections to mathematics with computational thinking practices and CS content knowledge, consider various nuances of Advanced Placement (AP) CSP curricula endorsed by the College Board, and establish a deeper understanding of the AP CSP Big Ideas and Learning Objectives. Students will also participate in a teaching practicum and serve as student teachers at the local high schools of RPP members. They will also have the opportunity to attend a College Board CSP AP Summer Institute and a conference focused on CS education. The courses will be externally evaluated. In addition, the researchers and practitioners within the RPP will develop and explore a set of research questions related to the interest and self-efficacy of SEMA students as they prepare to become CSP teachers. These new teachers will be the catalyst for broadening the participation of computing at high schools that heretofore have not established a CS course.