Investigating CS Teacher Licensure in Indiana

Koressel, Jacob; Ottenbreit-Leftwich, Anne; Jantaraweragul, Katie; Jeon, Minji; Warner, Jayce R.; Brown, Matthew A.

doi:10.1007/s11528-022-00726-9

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…In Indiana, high school refers to secondary schools with students typically aged 14-18. This started a dramatic increase in high school CS offerings across the state [44]. During the 2017-2018 school year, 10,141 students completed a CS course, which has now increased to 19,377 students 2020-2021 school year [53].…”

Section: Challengesmentioning

confidence: 99%

“…In 2021, 74% of Indiana high schools offered at least one CS course [13]. In 2021, Indiana also reported that there were 416 teachers who taught CS from 303 high schools [44]. However, these licenses varied greatly.…”

Section: Current Statusmentioning

confidence: 99%

“…However, these licenses varied greatly. Koressel et al [44] grouped the licenses of teachers teaching high school CS into three categories: CS-Related (e.g., Career and Technical Education, Computer Science, Cybersecurity, etc. ), approved (e.g., science, business, math), and not approved (e.g., administration, special education, social studies, english, etc.).…”

Section: Current Statusmentioning

confidence: 99%

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A Review of International Models of Computer Science Teacher Education

Yadav

Connolly

Berges

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

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Throughout the world, Computer Science Education (CSE) has expanded exponentially over the past decade, focused on teaching primary and secondary students computing ideas and tools. To teach all these students computer science (CS), models for teacher preparation range from one and done professional learning workshops to full certificate and licensure programs. This report provides a landscape of how CS teachers are prepared academically in various countries and makes evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer science. It also discusses how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. We brought together a group of international computer science education scholars who have been engaged in teacher preparation. In addition to what knowledge teachers need to teach CS, we also focused on how the field is preparing teachers and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms. * WG leader. The remaining authors are listed alphabetically.

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Section: Challengesmentioning

confidence: 99%

Section: Current Statusmentioning

confidence: 99%

Section: Current Statusmentioning

confidence: 99%

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