Comparing How In-Service and Preservice Teachers Confront Elementary Computer Science Equity Problems of Practice

• In Event: Critical Perspectives on Using Simulations to Broaden Participation in Computer Science Through K–12 Teacher Education

Abstract

Objectives or purposes: The purpose of this study was to examine how pre-service and in-service teachers process a case study related to equitable opportunities to learn CS at the elementary level. The outcomes of the study may be useful in improving pre-service teacher education

Theoretical framework: Studies have shown that teachers develop their pedagogical knowledge through repeated classroom teaching experiences or through vicarious experiences by interacting with other teachers (e.g., Leinhardt & Greeno, 1986). Grounded in a situated learning approach, many suggest the case-based learning (CBL) method provides realistic contexts and authentic learning experiences so teachers can further develop pedagogical knowledge and practices (e.g., Kim & Hannafin, 2008). Kim and Hannafin argued that by participating in CBL, pre-service teachers developed understandings of concepts in particular situations, and strategies to apply in future situations. Hewitt et al. (2003) and Sang et al. (2012) found that CBL was advantageous for pre-service and in-service teachers, as it allowed them to consider, reflect, and challenge their own teaching beliefs. However, how do pre-service and in-service teachers approach pedagogical problems of practice? Such knowledge may lead to insights for improvements to pre-service teacher education.

Methods: This study examined how two populations (in-service and pre-service teachers) approached the same case-based scenario presented in Teacher Moments online learning platform. Teacher Moments is a “resource for teacher educators to create and use practice-based simulations” that provided low-stakes opportunities to have discussions around and thereby deepen teachers’ practices (Authors et al., 2020). Ninety-six pre-service teachers and 14 in-service teachers completed a CS focused case simulation.

Data sources: Transcribed audio responses from the case were analyzed. Teachers were provided with the context of the case, asked to anticipate how they would respond to students, and enact responses. At the end, teachers were asked to reflect on their experiences.

Results: Based on preliminary results, in-service teachers were more clearly focused on vulnerable students’ needs. The in-service teachers specifically focused on the needs of the English-Language Learning student, and one in-service teacher mentioned children with IEPs. The pre-service teachers tended to be more focused on the overall learning objectives and goals. Furthermore, the tools in-service teachers suggest were specific (word chart/glossary; cheat sheet; graphic organizer). In comparison, pre-service teachers tended to be more general, suggesting they would have students research how to code, but never mentioned any specific tools or approaches for scaffolding those students’ research.

Scientific significance: This study aligns with previous research that illustrates difference in specificity of practices among pre-service and in-service teachers. In particular, pre-service teachers were less likely to focus on individual student needs. Westerman (1991) found that experienced teachers were more likely to consider individual students’ needs, whereas novice teachers tended to focus on the learning objectives. This study shows the importance of providing pre-service teachers with a more nuanced and focused perspective on vulnerable students’ needs. We believe that the in-service teacher data could be used to provide pre-service teachers an opportunity to learn vicariously from in-service teachers’ experiences.

Authors

• Florence R. Sullivan, UMass, Amherst

• Anne Leftwich, Indiana University