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

阿拉巴马大学塔斯卡卢萨分校（University of Alabama Tuscaloosa）提议开发一种新的职前教师培养模式，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），以支持职前中学数学（SEMA）学生的课程，为他们在未来的学校提供AP计算机科学原理（CSP）做准备。目前许多CS教育的专业发展（PD）工作集中在现有的在职教师身上，但未来的增长还需要考虑为职前教育专业的学生做准备，他们将通过接触CSP主题来发展内容和教学CS知识。建议的工作推进了课程顺序和相关活动，为没有深度预先存在的CS内容知识的职前教育工作者提供了途径。该序列包括现有的CSP课程，目前所有SEMA学生都参加，以及为那些对CSP教学感兴趣的学生开设的新的第二门课程。第二门课程将向学生介绍与计算机科学教育公平相关的主题，概述各种K-12计算机科学标准（包括新开发的阿拉巴马州K-12计算机科学标准），探索与计算思维实践和计算机科学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大理念和学习目标的更深入理解。学生还将参加教学实习，并在RPP成员的当地高中担任学生教师。他们还将有机会参加美国大学理事会（College Board） CSP AP暑期学院和一个以计算机科学教育为重点的会议。课程将接受外部评估。此外，RPP的研究人员和实践者将开发和探索一系列与SEMA学生在准备成为CSP教师时的兴趣和自我效能感相关的研究问题。这些新教师将成为催化剂，扩大计算机在高中的参与，到目前为止还没有建立计算机科学课程。

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.