Teacher Candidates' Conceptions and Practices of Computational Thinking for Equity

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Antiracist STEM: Teaching for Justice (Table 14)

Abstract

This study investigates the practices of teacher candidates (TC) in an urban teacher residency program oriented to developing social justice educators who can meaningfully integrate computational thinking (CT) into science and math pedagogy. We examine data from 10 TCs to present multiple examples of our case studying TCs’ conceptions of and practices for CT integration. Our findings show that TCs drew on and across three frames of CT integration – cognitive, situated, and critical - to support a range of student outcomes, including promoting disciplinary knowledge and career readiness, as well as preparing youth to explore social justice issues. These findings call attention to salient features of promoting CT and equity in science and math teacher education.

Authors

• Heather F. Clark, California State University - Dominguez Hills
  Non-Presenting Author

• Symone Gyles, University of California - Irvine
  Presenting Author

• Imelda Nava-Landeros, University of California - Los Angeles
  Presenting Author