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Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach
With the rapid development of artificial intelligence (AI), the demand for K-12 computer science (CS) education continues to grow. However, there has long been a lack of trained CS teachers. To promote the AI teaching competency of CS teachers, a professional development (PD) program based on the technological pedagogical content knowledge (TPACK) framework was intentionally designed in this research. A quasi-experimental design with a 25-day (75-h) intervention was conducted among 40 in-service CS teachers to examine its impact on AI teaching competency, including AI knowledge, AI teaching skills, and AI teaching self-efficacy. The quantitative data were collected via a pretest and posttest, and qualitative data were collected via artifact analysis and semistructured interviews. The results indicated that the TPACK-based PD program a) significantly improved CS teachers’ AI knowledge, especially in representation and reasoning, interaction, and social impact; b) developed CS teachers’ AI teaching skills, including their AI lesson plan ability and AI programming skills; and c) significantly improved CS teachers’ AI teaching self-efficacy, both in AI teaching efficacy beliefs and AI teaching outcome expectancy. These findings revealed the effectiveness of the TPACK-based PD program in improving the AI teaching competency of K-12 CS teachers and could help to expand the design of effective PD for CS teachers.
Journal Article
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. The data are from the nationally representative Schools and Staffing Survey and the Teacher Follow-Up Survey. Over the past two decades, rates of mathematics and science teacher turnover have increased but, contrary to conventional wisdom, have not been consistently different than those of other teachers. Also, contrary to conventional wisdom, mathematics and science teachers were also no more likely than other teachers to take noneducation jobs, such as in technological fields or to be working for private business or industry. The data also show there are large school-to-school differences in mathematics and science turnover; high-poverty, high-minority, and urban public schools have among the highest rates. In the case of cross-school migration, the data show there is an annual asymmetric reshuffling of a significant portion of the mathematics and science teaching force from poor to not-poor schools, from high-minority to low-minority schools, and from urban to suburban schools. A number of key organizational characteristics and conditions of schools accounted for these school differences. The strongest factor for mathematics teachers was the degree of individual classroom autonomy held by teachers. Net of other factors such as salaries, schools with less classroom autonomy lose math teachers at a far higher rate than other teachers. In contrast, for science teachers salary was the strongest factor, while classroom autonomy was not strongly related to their turnover.
Journal Article
Recruiting, preparing, and retaining stem teachers for a global generation
\"There is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours\"-- Provided by publisher.
Book
The Instructional Leader's Guide to Implementing K-8 Science Practices
An accessible, engaging primer on the eight science practices at the heart of the Next Generation Science Standards (NGSS), providing K–8 instructional leaders with the grounding they need to ensure excellent science instruction in every classroom.
The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by \"thinking like scientists\" and engaging in discrete science practices.
However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science?
Although a content-neutral approach to supervision—one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management—is undoubtedly beneficial, the best instructional leaders know that content-specific approaches are necessary to achieve real excellence.
We therefore need to go deeper if we want to engage both teachers and students with the science practices. We need science-specific supervision. With that in mind, the authors provide vignettes and examples of the science practices in use, advice on observing science classrooms, concrete look-fors, and guidance on fostering ongoing teacher learning. They also offer a rich compendium of research- and evidence-based resources, including sample lessons, FAQs, and more than a dozen downloadable tools to facilitate classroom observation, feedback sessions, and professional development.
This is an essential guide for any K–8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive and noncognitive skills students will need to thrive in more advanced courses, work, and society.
eBook
Designing and teaching the secondary science methods course : an international perspective
The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world.
Book
Intersecting identities and the transformative experiences of a beginning science teacher
In this forum, I discuss themes and significant events included in Lisa Marco-Bujosa’s study Soul searching in teaching science for social justice: an exploration of critical events through the lens of intersectionality. The sole participant’s critical events as a novice science teacher highlight the importance of examining the role of multiple teacher identities and the intersections of those identities in the application of teaching science. I explore Faith’s journey as a function of not only significant events but also significant people supporting her identity as a new teacher in an urban school.
Journal Article
The natural science teacher training program meeting the demands of the new general education curriculum in Vietnam
The article presents an overview of Vietnam’ Science Teacher Training Program in the socio-cultural context and a detailed introduction of the necessity of the Natural Science Teacher Training Program for lower secondary schools since 2018 meeting the demands of the New General Curriculum. The paper also shows the comparison among the nations’ science teacher education programs in terms of the objectives and domains of knowledge in the training curricula. We based our study on the documentary reviewing method and use a comparative and descriptive approach to classify a common category for these programs and show typical features in each program and highlight those that significantly contribute to curriculum development in Vietnam.
Journal Article