Document Type
Conference Proceeding
Publication Date
1-1-2024
Journal / Book Title
Proceedings of International Conference of the Learning Sciences ICLS
Abstract
Situated in an urban teacher residency program at the University of California, Los Angeles, that aims to prepare high school teachers for integrating computational thinking (CT) into equity-focused STEM teaching, this paper investigates the impact of the STEM+C3 program on preservice teachers' conceptualizations and integration of CT in classrooms. Our analysis of 10 interviews suggests that the STEM+C3 program had an overall positive impact on teaching residents' (TRs) understandings of equity-centered practices in CT pedagogy with a few teachers demonstrating shallower understandings. Most TRs were able to characterize identity and positionality while only a few were able to characterize diversity, inclusion, and social justice in their lesson plans. The findings also contribute to a growing body of literature on how programs may support CT integration in STEM equity pedagogy.
DOI
10.22318/icls2024.811455
MSU Digital Commons Citation
Ha, Jesse; Wei, Wei; Gomez, Kimberley; and Ghosh, Anuradha, "A Computational Thinking and Equity-Centered Urban Preservice Residency Program's Impact on STEM Teachers" (2024). Department of Teaching and Learning Scholarship and Creative Works. 202.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/202
Rights
© 2024 International Society of the Learning Sciences. This article is being shared under license by the publisher.
Published Citation
Ha, J., Wei, W., Gomez, K., & Ghosh, A. (2024). A Computational Thinking and Equity-Centered Urban Preservice Residency Program’s Impact on STEM Teachers. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1674-1677). International Society of the Learning Sciences.