Two-Course Sequence and Modules for Adding Computer Science Credential Into Secondary Mathematics Teacher Preparation

• In Event: Exploring Strategies to Address Needs in the Teaching Workforce

Abstract

This paper briefly reports on a three-year NSF funded project that developed 30 secondary mathematics teacher candidates that had the opportunity to become dually certified in computer science (either course specific permit or CS full endorsement). We found that preservice models are stronger than inservice shorter professional development pathways to CS teaching as measured by the Praxis II, as well as increased TPACK knowledge in four domains in our pathway developed in this project.

Authors

• Jeremy Zelkowski, The University of Alabama

• Jeff Gray, The University of Alabama

• Becky Odom-Bartel, The University of Alabama