Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

Autor/inn/en	Bouck, Emily C.; Sands, Phil; Long, Holly; Yadav, Aman
Titel	Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics
Quelle	In: Teacher Education and Special Education, 44 (2021) 3, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bouck, Emily C.) ORCID (Yadav, Aman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406421992376
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Elementary Secondary Education; Computer Science Education; Mathematics Education; Concept Teaching; Integrated Curriculum; Lesson Plans; Methods Courses; Thinking Skills; Students with Disabilities; At Risk Students; Value Judgment; Self Efficacy; Pedagogical Content Knowledge; Technological Literacy + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Computer science lessons; Informatikunterricht; Mathematische Bildung; Lesson planning; Unterrichtsplanung; Methodisch-didaktische Anleitung; Denkfähigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Werturteil; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Technisches Wissen
Abstract	Increasingly in K-12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01