Models for Teacher Preparation in Computer Science

• In Event: Teacher Preparation for Computing: A State of Affairs

Abstract

Objective
This first paper will introduce a model to identify and categorize 5 key tenets for teacher computer science education: CS content, general education pedagogy, CS methods, CS field experiences (student teaching), and reflection. We constructed descriptive case studies of 5 diverse computer science teacher education programs using the five key tenets (one is presented due to word limitations).

Theoretical framework
According to recent data, studies show that only 75 teachers across the United States completed teacher education programs in computer science (US ED, 2016). One way institutions are responding to this demand is to develop new computer science teacher certification programs to provide K-12 schools with trained CS teachers. But the CS teacher certification in the United States is deeply flawed as pointed by a recent CSTA study on Computer Science teacher certification in the 50 states and the District of Columbia makes (CSTA, 2013). Additionally, at this time many states do not even offer licensure programs in computer science education, and those that do are often disjointed and can be difficult to complete (Philips & Stephenson, 2013; Gal-Ezer et al., 2014).

Methods
According to data from the US Department of Education’s Title II website, there were 75 individuals that completed computer science teacher education programs in 2014-2015 (US ED, 2016). We reviewed information on 5 diverse existing teacher education programs that prepare teachers for computer science education, identified from the Title II website. Data was gathered from documents, websites, and interviews. We described these programs based on the five main areas that need to be targeted (see Table 1) using descriptive analysis procedures (Merriam, 1998).

Results
As one case study, one midwestern university’s traditional preservice supplemental CS teacher education program called Computer Education License (CEL) program. CEL consists of 5 courses and six student teaching hours as described below.
1. The CS content was incorporated across courses (e.g., HTML, CSS, Algorithms, robotics, Scratch, Python).
2. General pedagogy is acquired through other education courses taken during their primary certification area.
3. One CS methods course focused primarily on CS pedagogy in the CEL program. Other CS pedagogical methods were incorporated into the other 4 CEL courses.
4. CS Field Experiences. In all CEL courses, preservice teachers were required to either apply their CS knowledge in K-12 classrooms and complete 6 weeks student teaching.
5. Reflection is incorporated throughout the CEL program with an ongoing blog and ePortfolio reflecting on their experiences in the program.

The four other programs will be described at the presentation.

Significance of the study
As we develop CS teacher preparation programs, it is critical to examine best practices on how teacher preparation programs currently address these 5 tenets. Because CS teachers typically have many different backgrounds that need to be addressed (Ericson et al., 2008), stakeholders (i.e., teacher preparation programs, state departments, etc.) may need to develop different certification pathways. For example, initial licensure teachers will need all 5 tenets addressed, whereas someone with CS degree wanting to be certified would not need CS content.

Authors

• Anne Todd Ottenbreit-Leftwich, Indiana University

• Aman Yadav, Michigan State University