Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices.
The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science.
This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and pre-service teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Dedication.
Acknowledgements.
Introduction: Preparing Pre-Service Teachers to Teach Computer Science;
Chrystalla Mouza, Aman Yadav, and Anne Ottenbreit-Leftwich.
Part I. Pedagogical Practices For Developing And Assessing Pre-service
Teachers' Knowledge Of Computer Science.
Chapter
1. Active Learning Techniques for Computing Education; Cazembe
Kennedy, Eileen T. Kraemer, and Lisa C. Benson.
Chapter
2. Pre-Service Teachers' Beliefs, Confidence, and Interest in
Computer Science Education; Jung Won Hur.
Chapter
3. Exploring Factors That Influence Preservice Teacher Integration of
Educational Robotics and Programming in Educational Practice; Nikleia
Eteokleous and Raphaela Neophytou.
Chapter
4. Eliciting Pedagogical Content Knowledge for Computer Science
Teaching; Aleata Hubbard and Yvonne Kao.
Part II. Course Design Models For Preparing Pre-service Teachers To Teach
Computer Science.
Chapter
5. Creating Change Agents: A Teacher Preparation Model That Prepares
All Teachers to Facilitate Computer Science Concepts; Chery Lucarelli, Jill
Long, Jennifer Rosato, Christa Treichel, & Heather Benedict.
Chapter
6. Teaching Teachers: A Computer Science Methods Course; Michelle
Friend.
Chapter
7. Redesigning Educational Technology Coursework to Foster
Pre-Service Teacher Learning of Computational Thinking in Content Area
Instruction; Hui Yang and Chrystalla Mouza.
Chapter
8. Preparing Secondary Education Mathematics Teacher Candidates for
AP Computer Science Principles: A Two-Course Design Model; Rebecca
Odom-Bartel, Jeremy Zelkowski, and Jeff Gray.
Part III. University And State Policies For Preparing Pre-service Teachers To
Teach Computer Science.
Chapter
9. Using a Coaching Model to Support Computer Science Professional
Development for Education Faculty Jennifer Rosato; Heather Benedict, Chery
Lucarelli, Jill Long, and Christa Treichel.
Chapter
10. Building and Expanding the Capacity of Schools of Education to
Prepare and Support Teachers to Teach Computer Science; Aman Yadav, Leigh Ann
Delyser, Yasmin Kafai, Mark Guzdial, and Joanna Goode.
Chapter
11. Understanding K-12 Computer Science Education at the State Level;
Jeffrey Xavier, Rebecca Zarch, Sarah T. Dunton, Anne T. Ottenbreit-Leftwich,
and Michael Karlin.
Chapter
12. Teacher-Focused Policies to Broaden Participation in K-12
Computer Science Education in the United States; Megean Garvin, Katie A.
Hendrickson, Sarah T. Dunton, Jennifer Zinth, and Lynn T. Goldsmith.
Author/Editor Biographies.
Chrystalla Mouza, University of Delaware.
Aman Yadav, Michigan State University.
Anne Ottenbreit-Leftwich, Indiana University.
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