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

Dados Bibliográficos

ID21744066
AutoresJeremy Zelkowski (0000-0002-5635-4233, University of Alabama, autor correspondente), Rebecca Odom-Bartel (0009-0009-8479-0030, Cleveland State University), Jeff Gray (0000-0003-0082-6753, University of Alabama)
Ano2025
Volume57
Fascículo5
Páginas1133-1153
Data de publicação2025-09-03
Open AccessNão
TipoARTICLE
PeriódicoJournal of Research on Technology in Education (JOURNAL)
Identificadores do periódicoISSN: 1539-1523 • E-ISSN: 1945-0818
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15391523.2024.2363205
OpenAlexW4399369185
IdiomaEN
Referências citadas54

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

Knowledge level · Mathematics education · Pedagogy · Science education · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Student Assessment and Feedback · Teaching and Learning Programming

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