Justice-Focused Secondary CS Teacher Education

华盛顿大学将领导一个研究者-实践者伙伴关系，利用团队在计算机科学（CS）教育研究，以公正为中心的中学教师教育，高中CS教学，RPP领导，学术项目管理和社区组织方面的联合专业知识，设计，推出和维持一个新的以公正为中心的中学CS教师教育计划，以服务于普吉特海湾地区的高中。所有的年轻人都需要了解计算的惊人力量，但也要了解它对他们生活的潜在危害。他们也应该接受教育，利用这种力量，放大他们的声音，让计算弯曲走向正义。为了实现这一愿景，该项目将设计，推出，并评估一个可持续的，服务前，公正为重点的中学CS背书program.University of华盛顿建议设计，推出，并维持一个新的公正为重点的中学CS教师教育计划，以服务于该地区的高中。RPP的共同目标是为中学计算机教师做好准备，使他们能够使所有青年弯曲计算走向正义。这一目标通过两种形式的更深入参与来实现。首先，教师必须具备内容知识（CK），即虽然计算可以放大社会变革，但它也可以放大不公正。教师必须看到，计算可以依赖于有偏见的数据;算法可以对身份做出不公正的假设;当权者越来越多地将决策委托给算法，例如谁被监管以及某人要入狱多长时间。第二，教师必须具备教学内容知识（PCK），即如何教授CS决定了学生学习什么以及学生选择用他们的CS知识做什么。通过重新概念化CS CK和PCK的正义方面，CS教育有能力扩大参与CS，但也扩大了公民话语的计算在社会中的作用。 该项目团队将与教师合作编写一本新的以公正为中心的CS教师教育书籍，该书籍是免费的，在线的，可访问的，在CSTA标准中重新构建CS内容知识。通过这本书，他们将与教师共同设计四个新的CS教师教育课程，CS教学方法，CS评估，CS公正和公平，以及CS教学领域的经验。最后，他们计划试点和启动该计划，吸引职前和在职教师，并通过一个充满活力的社区，以公正为中心的CS教育工作者维持他们作为CS教师的角色。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

The University of Washington will lead a researcher-practitioner partnership that leverages the team’s joint expertise in computer science (CS) education research, justice-focused secondary teacher education, high school CS teaching, RPP leadership, academic program administration, and community organizing to design, launch, and sustain a new justice-focused secondary CS teacher education program to serve the Puget Sound region’s high schools. All youth need to understand both the amazing power of computing, but also its potential for harm in their lives. They also deserve the education to harness this power, to amplify their voices and bend computing toward justice. To achieve this vision, this project will design, launch, and evaluate a sustainable, pre-service, justice-focused secondary CS endorsement program.University of Washington proposes to design, launch, and sustain a new justice-focused secondary CS teacher education program to serve the region’s high schools. The RPP has the shared goal of preparing secondary CS teachers who can empower all youth to bend computing toward justice. This goal is achieved through deeper engagement in two forms. First, teachers must have the content knowledge (CK) that while computing can amplify social change, it can also amplify injustice. Teachers must see that computing can rely on biased data; that algorithms can make unjust assumptions about identity; that people in power are increasingly delegating to algorithms decisions such as who is policed and how long someone goes to prison. Second, teachers must have the pedagogical content knowledge (PCK) that how one teaches CS determines which students learn and what students choose to do with their CS knowledge. By reconceptualizing CS CK and PCK in terms of justice, CS education has the power to broaden participation in CS, but also broaden civic discourse on the role of computing in society. The project team will collaboratively write with teachers a new justice-focused CS teacher education book that is free, online, and accessible, reframing CS content knowledge in the CSTA standards in justice terms. With this book, they will co-design with teachers four new CS teacher education courses on CS teaching methods, CS assessment, CS justice and equity, and a CS teaching field experience. Finally, they plan to pilot and launch the program, attracting both pre-service and in-service teachers, and sustaining their roles as CS teachers through a vibrant community of justice-focused CS educators.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.