Teachers’ emotional experiences in professional development: Where they come from and what they can mean

Teacher professional development (PD) is increasingly viewed as a promising way to help teachers meet the demands placed on them by ever-expanding accountability measures (Guskey, 2002). Efforts to understand how PD can catalyze change, however, have been fraught with challenges. Scholars have noted a lack of research on whether PD improves outcomes for teachers or students (Garet, Porter, Desimone, Birman, & Yoon, 2001). Moreover, some studies have identified positive associations between teachers’ participation in PD and student achievement (Desimone, Smith, & Phillips, 2013; Yoon, Duncan, Lee, Scarloss, & Shapley, 2007) whereas others have found null (Jacob, Hill, & Corey, 2017) or mixed (Lindvall, 2017) results

Models for computer science teacher preparation: Developing teacher knowledge

Across the globe, Computer Science Education has grown tremendously over the past decade to teach primary and secondary students computing ideas and tools. From integrating computational thinking in disciplines to teaching computer science as a stand alone subject, models for teacher preparation range from one and done professional learning workshops to full certificate and licensure programs. The group will focus on providing a landscape of how CS teachers are prepared academically in various countries and make evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer sci- ence. The working group will also discuss how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. In addition, the working group will focus on new directions in computing education (such as, artificial intelligence and machine learning) and their implica- tions for teacher preparation. We will bring 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 will also focus on how the field is preparing teachers to think critically about AI/ML and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms.peer-reviewe

A Review of International Models of Computer Science Teacher Education

Throughout the world, Computer Science Education (CSE) has ex- panded 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 work- shops to full certificate and licensure programs. This report provides a landscape of how CS teachers are prepared academically in var- ious 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 knowl- edge 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

Models for Computer Science Teacher Preparation: Developing Teacher Knowledge

Across the globe, Computer Science Education has grown tremendously over the past decade to teach primary and secondary students computing ideas and tools. From integrating computational thinking in disciplines to teaching computer science as a stand alone subject, models for teacher preparation range from one and done professional learning workshops to full certificate and licensure programs. The group will focus on providing a landscape of how CS teachers are prepared academically in various countries and make evidence-based recommendations for how teachers should be educated to develop knowledge and skill to teach computer sci- ence. The working group will also discuss how to develop these knowledge systems while promoting instruction that is equitable and centers students in the classroom. In addition, the working group will focus on new directions in computing education (such as, artificial intelligence and machine learning) and their implica- tions for teacher preparation. We will bring 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 will also focus on how the field is preparing teachers to think critically about AI/ML and the role of computer science in the design of technology tools to achieve goals while mitigating potential societal harms