Preparing Mathematics and Science Teachers for Computer Science Teacher Certification and Expertise

该项目旨在满足国家对高质量数学和科学教师的需求，这些教师也具有教授计算机科学的知识和认证，解决美国STEM教师队伍的严重短缺问题。这个研究生课程的独特贡献将是结合联合收割机现场嵌入式介绍雄心勃勃的干指令与计算机科学教育中广泛的教学内容知识，生产高素质的数学和科学教师谁也可以教计算机科学课程在高需求的学校。该计划的毕业生将完成在数学或科学和计算机科学教育认证的要求初中和高中水平的教师认证的要求。毕业生将在高需求的学校担任教师，具备计算机科学和数学或科学方面的教学技能和资格，并具备在高需求环境中服务的非常理想的技能组合。马奎特大学的这个项目包括与密尔沃基公立学校、密尔沃基地区特许学校、肖尔伍德学区和密尔沃基大主教管区的学校合作。项目目标包括招聘24名高素质的STEM专业人员，并为他们进入教育硕士和教师证书的高需求学校环境做好准备。该项目将开发一个多模式（亲自和在线）途径，将导致计算机科学教师认证以及数学或科学教师认证。该项目的理论基础是基于实践的教师准备，雄心勃勃的教学和计算机科学教学的教学内容知识。为了与K-12 STEM教育和教师教育的当前改革保持一致，雄心勃勃的教学支持所有学生，无论种族，社会经济地位，种族，性别和身份，严格和概念性地学习STEM内容。此外，该项目将支持毕业生在他们的早期专业实践。研究问题将解决在数学，科学和计算机科学中制定雄心勃勃的教学实践的有效方法，特别是通过定性和观察研究方法，专注于制定和学者在STEM领域制定雄心勃勃的教学方法。该项目将通过推进计算机科学教育的交叉研究，雄心勃勃的STEM教学和基于实践的教师准备，为经验知识库做出贡献。该项目的主要影响是提高STEM教学的质量，并在地区中等高需求学校扩大计算机科学课程。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need for high-quality mathematics and science teachers who also have knowledge and certification to teach computer science, addressing serious shortages in the United States STEM teaching force. The unique contribution of this graduate program will be to combine a field-embedded introduction to ambitious STEM instruction with extensive pedagogical content knowledge in computer science education, producing highly qualified mathematics and science teachers who can also teach computer science courses in high-need schools. Graduates of the program will complete requirements for middle and secondary level teacher certification in mathematics or science and requirements for computer science education certification. Graduates will then serve as teachers in high-need schools, equipped with pedagogical skills and qualifications in computer science and mathematics or science, and prepared with a highly desirable combination of skills to serve in high-need environments. This project at Marquette University includes partnerships with Milwaukee Public Schools, Milwaukee area charter schools, the Shorewood School District, and schools in the Archdiocese of Milwaukee. Project goals include recruiting 24 highly qualified STEM professionals and preparing them to enter high-need school environments with a Master of Education and teacher certifications. The project will develop a multimodal (in person and online) pathway that will lead to computer science teacher certification alongside mathematics or science teacher certification. The project is theoretically grounded in practice-based teacher preparation, ambitious instruction, and pedagogical content knowledge for computer science instruction. In keeping with current reforms in K-12 STEM education and teacher education, ambitious instruction supports all students, regardless of race, socioeconomic status, ethnicity, gender, and identity, in rigorous and conceptual learning of STEM content. Additionally, the project will support graduates in their early professional practice. Research questions will address effective pedagogies for developing ambitious teaching practices in mathematics, science, and computer science, particularly focused on pedagogies of enactment and scholar development of ambitious teaching across STEM fields through qualitative and observational research methods. The project will contribute to the empirical knowledge base by advancing intersectional research on computer science education, ambitious STEM instruction, and practice-based teacher preparation. The main impact of the project is to improve the quality of STEM instruction and expand computer science programs in area secondary high-need schools. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the retention and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.