Prepare for CS: Visions, Practices, and Supports (Poster 8)

• In Event: Expansive Views on the Role of Computing and Digital Literacies in Teacher Education

Abstract

Summary
The project aims to address the persistent shortage of qualified computer science (CS) teachers in states with limited or no existing preparation programs. Acknowledging the dynamic nature of CS education (Yadav et al., 2021; DeLyser et al., 2018) and the varying needs of institutional contexts (Ottenbreit-Leftwich et al., 2022), this project investigates how 10 university teams operationalize CS teacher preparation. Specifically, we examine stakeholders' visions, goals, and professional development support to expand the capacity of Schools of Education to develop and implement sustainable CS teacher preparation programs.
Objectives and significance
Our project goals are: a) Enhance the capacity of Schools of Education to develop and implement sustainable CS teacher preparation programs; b) Facilitate collaboration among key stakeholders (state CS supervisors, education faculty, CS experts) in each university team to create a shared vision and promote effective program development; and c) Ensure that CS teacher preparation programs are inclusive and address the needs of diverse learners, particularly in underserved communities. This project addresses the critical need for CS teacher preparation in underserved states, contributing to a more equitable and inclusive CS education landscape. By exploring the unique contexts of these institutions, we aim to gain a deeper understanding of strategies for preparing CS teachers in diverse settings and highlight the challenges inherent in identifying "best practices" due to the evolving nature of the field.
Theoretical framework
The project emphasizes the collaboration of learning communities and the shared visions and goals of stakeholders for CS education. It is grounded in the framework of Communities of Practice (Wenger, 1998) and aligned with the CAPE framework emphasizing teacher capacity building to support equitable CS education (Warner et al., 2021). It also addresses equity by focusing on under-supported communities and ensuring that CS teacher preparation programs are equity-focused, inclusive, and culturally relevant (Margolis & Goode, 2016).
Data and methods
We employ a multiple-case study design (Yin, 2017) to examine 10 university teams participating in the project. Data collection occurred through a) pre- and post-program questionnaires to assess changes in participants’ knowledge, attitudes, and practices and b) focus group interviews with university teams to gain deeper insights into their experiences and perspectives. Additionally, we analyzed artifacts such as program plans, curricula, and meeting notes collected during the university teams’ program development phase to understand the processes and outcomes of program development.
Results
We expected participating institutions to develop comprehensive, sustainable CS teacher preparation programs tailored to their specific contexts, fostering stronger stakeholder collaboration and equitable CS integration. We will share preliminary results about the critical components of our support model that fostered shared vision, build capacity, and promote sustainable change. We will also share the challenges and barriers that institutions faced in implementing CS teacher preparation programs and the strategies they used to overcome them. These findings will inform the development of evidence-based recommendations for designing and implementing new CS teacher preparation programs in diverse settings, thereby contributing to a more robust and inclusive CS education landscape (Flapan et al., 2020).

Authors

• Yin-Chan Janet Liao, Georgia State University

• Jennifer Rosato, University of Minnesota

• Michelle Friend, University of Nebraska - Omaha

• Erin Anderson, Georgia State University