Preparing Pre-Service Teachers to Teach Computer Science
Models, Practices, and Policies
Seiten
2021
Information Age Publishing (Verlag)
978-1-64802-456-6 (ISBN)
Information Age Publishing (Verlag)
978-1-64802-456-6 (ISBN)
Identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and preservice teachers infuse computer science content into their curricula as well as teach stand-alone computing courses.
Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices.
The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science.
This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and preservice teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices.
The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science.
This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and preservice teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.
Chrystalla Mouza, University of Delaware. Aman Yadav, Michigan State University. Anne Ottenbreit-Leftwich, Indiana University.
Dedication
Acknowledgements
Introduction
Part I: Pedagogical Practices For Developing And Assessing Pre-Service Teachers' Knowledge Of Computer Science
Part II: Course Design Models For Preparing Preservice Teachers To Teach Computer Science
Part III: University And State Policies For Preparing Pre-Service Teachers To Teach Computer Science
Author/Editor Biographies
| Erscheinungsdatum | 02.08.2021 |
|---|---|
| Reihe/Serie | Research, Innovation & Methods in Educational Technology |
| Verlagsort | Greenwich |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 333 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Mathematik / Informatik ► Informatik ► Theorie / Studium | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-64802-456-4 / 1648024564 |
| ISBN-13 | 978-1-64802-456-6 / 9781648024566 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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