Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

Abstract

This study examined the impact on secondary mathematics teacher candidates (TCs) TPACK knowledge and knowledge subcomponents of a two-course sequence based on the high school Advanced Placement (AP) Computer Science Principles (CSP) course leading to add-on teaching credentials for Computer Science (CS). We further examined the outcomes of Praxis II preparation modules on CS content knowledge of the preservice TCs compared to inservice teachers seeking an additional teaching field of CS. Our results indicate strong findings on the Technology Knowledge (TK) and TPACK factors for TC participants compared to their peers, as well as higher Praxis II scores than inservice teachers. We discuss the findings and implications for CS teacher certification embedded within other secondary teaching disciplines.

Keywords:

• TPACK
• secondary mathematics teacher education
• computer science teacher education
• initial certification
• Praxis exams

Disclosure statement

The author(s) are not aware of any conflicts of interest.

Additional information

Funding

This work was supported by the National Science Foundation Directorate for Computer and Information Science and Engineering.

Notes on contributors

Jeremy Zelkowski

Jeremy Zelkowski is an associate professor in the secondary mathematics education teacher education programs at The University of Alabama. He has served as the program coordinator for 15 years. Part of his research is situated in the quality of teacher education program design in relation to outcomes, as well as the importance of using internal program measures with multiple sources of validity evidence. The integration of Computer Science certification as an add-on for secondary teachers has been an ongoing project for six years. He has led programmatic transformational change at UA for secondary mathematics teacher education and within the national Mathematics Teacher Education Partnership. He has served in numerous service leadership roles across multiple professional organizations.

Rebecca Odom-Bartel

Rebecca Odom-Bartel (Becky) is an assistant professor in the College of Education and Public Affairs, Teacher Education department. Her research focuses on Computer Science Education. She is a graduate of the University of Alabama and has spent the last eight years working to advance computer science education in K-12 and college level settings. Her experience is both in college classrooms and secondary education classrooms teaching programming, web-design, CS methods, and robotics. Becky’s research is tied closely to her passion for CS education and has worked on multiple NSF CS4ALL and DOE EIR grants focusing on building pathways for pre-service and in-service teachers to become confident and strong CS teachers. Additionally, Becky works closely with several organizations and educational institutions to assist in the development of equitable and inclusive methods of teaching and sharing CS curriculum to high school and college students.

Jeff Gray

Dr. Jeff Gray is a professor of computer science at the University of Alabama and is a national leader in computer science education, and is a member of Code.org’s Education Advisory Council. With several National Science Foundation grants, Gray has worked with the College Board and Google to craft a new Advanced Placement computer-science course designed to increase secondary and post-secondary educational interest in computer science and improve collegiate preparation for STEM awareness. Gray also works to train high school teachers to integrate computer science into technology courses and teach the upcoming new AP computer science course. He hosts an annual Alabama Robotics Competition for middle and high school students along with summer computer camps for similarly aged students.