Amid rapid expansion of K–12 computer science (CS), schools face a persistent shortage of licensed CS teachers. This qualitative study examines non-STEM preservice teacher candidates (TCs) who completed a multi-institutional Secondary Ed CS program designed for secondary licensure in CS. Using a constructivist grounded theory approach, we analyzed three in-depth interviews with non-STEM TCs who passed the Praxis 5652 exam and are teaching CS, triangulated with program artifacts from additional non-STEM completers. Open, axial, and selective coding surfaced nine reinforcing themes explaining their success. Findings show pedagogical strength, communication, and design expertise, coupled with structured supports, are as consequential as prior technical background. We propose program and policy shifts that widen preservice pipelines to intentionally include non-STEM candidates, align coursework with certification milestones, and foreground computational thinking (CT), thereby diversifying and strengthening the CS teaching workforce.

This study seeks to create an archival infrastructure documenting the status of mathematics teacher education affective and practice-focused instruments at a recent point in time through a literature synthesis. We searched 24 mathematics education journals over a recent 20-year period to identify relevant quantitative instruments. From the initial 2286 articles identified, we focused on a set of 164 instruments with some validity, reliability, or fairness evidence to describe: the different categories of constructs being measured; the different types of instrument present; instruments with explicit attention to equity; the sources of validity, reliability, and fairness evidence; and patterns in sources of validity, reliability, and fairness by instrument type. We found that the majority of the instruments identified were focused on affective characteristics of teachers and utilized questionnaires to collect data from teachers. Almost half of those identified affective instruments were focused on teaching (e.g., beliefs about teaching and learning mathematics). We identified 48 of the 164 instruments focused on teachers’ practices, with the majority being observational instruments of teachers’ classroom practice. Finally, we found that reliability evidence was most prevalent, followed by evidence focused on test content. It was much less common for authors to provide evidence related to consequences of testing or fairness. There were different patterns in evidence provided for different types of instruments. We describe implications for instrument users and developers as we seek to develop a robust set of quantitative instruments in the field of mathematics teacher education.

In response to systemic inequities in mathematics education, we developed and evaluated a five-year, multi-phase curriculum model to cultivate effective secondary mathematics teacher leaders. Supported by NSF Noyce Master Teacher Fellowships, the APLUS in MATH (APLUS in Math: Alabama Practitioner Leaders for Underserved Schools in Mathematics) program engaged 22 inservice teachers through graduate coursework, National Board Certification preparation, and leadership project development. Using a mixed-methods design, we analyzed data from classroom observations (MCOP2), National Board Certification assessments, course performance ratings, and teacher leadership project proposals. Results indicate significant improvements in instructional practices, content knowledge, and leadership readiness. Findings underscore the importance for sustained, structured professional development to prepare teachers as instructional experts and change agents in high-need educational contexts.

To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fairness evidence. These instruments primarily captured teachers’ enactment of specific teaching practices through classroom observations or student questionnaires. Some instruments captured approximations of practice through teacher questionnaires or interviews. Only two instruments presented an integrated interpretation and use argument (IUA) framework, although eleven included at least one component of an IUA framework. We found that measure developers were most likely to present reliability evidence and evidence related to test content, internal structure, and relations to other variables. They were least likely to present evidence related to response processes, consequences of testing, or fairness. These findings suggest that although there are many instruments of mathematics teaching quality, instrument developers still have considerable work to do in collecting and presenting validity and fairness evidence for these instruments.

Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

For nearly three decades, mathematics research has indicated the need for high-quality mathematics instruction including both ambitious and equitable practices, as well as continuous, innovative learning opportunities for educators. Teaching practices and standards for mathematical practice have been identified to provide guidance. While research connects effective professional development (PD) to improved instructional practices, there is a need for additional research on the role mathematics specialists play in developing and sustaining PDs. This qualitative case study examined the multiple roles of a specialist while laying the foundational components for a coordinated PD system to improve and strengthen mathematics teaching and learning in elementary classrooms. The PD efforts included the implementation of a teacher subsystem where a specialist led all components consisting of pull-out PD, mathematics coaching, collaborative time, and teacher networks. This study took place at a rural, pre-K through fourth-grade school in a southeastern state. Analysis of the data identified the specialist's key roles in each component of the teacher subsystem. The results indicated that the development and implementation of a teacher subsystem impacts the overall effectiveness of PD. Findings serve as a foundation for specialists to design and implement coordinated efforts that can have positive impacts on the teaching and learning of mathematics.

Secondary mathematics teacher preparation programs have changed markedly over the last 30 years. In the last decade, program development has been guided by four interrelated standards and recommendation documents: The Conference Board of the Mathematical Sciences’ Mathematics Education of Teachers II, the Association of Mathematics Teacher Educators’ Standards for Preparing Teachers of Mathematics, the National Council of Teachers of Mathematics’ Specialized Professional Association Standards, and the Mathematics Teacher Education Partnership’s Guiding Principles. However, struggles to make lasting transformations persist. In this chapter, we present a cross-sectional analysis of these four guiding frameworks, and then present our program as a case study of a structure that adheres closely to those recommended practices. In particular, we present a two-year sequenced cohort design, course descriptions, and key assessments that align to many of the recommendations of best practice. We summarize data collection with many validated instruments that have provided both empirical findings and leverage for program changes to meet the spirit of these four national documents. The chapter capsulates more than a decade of program transformation work leading to a well-aligned programmatic structure sequenced to implement the AMTE Standards’ vision, among other standards and professional recommendations of secondary mathematics teacher preparation.

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.

Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers' intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools.Keywords: Stressburnoutjob satisfactioncareersecondary educationteacher Disclosure statementNo potential conflict of interest was reported by the author(s).

This study fills a gap with TPACK instrumentation by validating a survey instrument for use specifically with secondary mathematics in-service teachers in the United States using an instrument originally developed in Australia (Handal et al., 2012). A comparable national sample was surveyed in the U.S. to the original Australian instrumentation study. Findings revealed the factor structure of the Australian TPACK instrument differed when used in the U.S. and presents a new validated instrument (TPACK-M-US) for use with secondary mathematics in-service teachers in the U.S. We provide three sources of validity evidence (e.g. Instrument or Test Content, Internal Structure, Response Processes). Appropriate uses and interpretations are discussed in addition to the importance of validation research for educational settings.

This chapter presents work across the Mathematics Teacher Education Partnership's Clinical Experiences Research Action Cluster subgroup focused on integrating modules into methods courses that link university coursework to field-placement in secondary (middle, high) mathematics classrolems. Four modules are described that link the triad (i.e., university faculty, teacher candidate, mentor teacher) of clinical preparation. The four modules focus on the Standards for Mathematical Practice, Lesson Planning, Quality Feedback for Learning, and Task Development. Each module has multiple methods for how to implement and/or using data to inform program assessment of teacher candidates and the impact of the modules in the field-placement classroom. Mentor teachers are asked to engage enough to provide program faculty enough information about the learning experience of the module for teacher candidates and mentor teachers. Descriptive results are presented from the implementation of each module as well as their development.

Through a combined inter-disciplinary effort from the College of Education’s Secondary Education Mathematics Teacher Education Program (SEMA TEP) and the College of Engineering’s Computer Science (CS) department, the University of Alabama (UA) is currently developing a curriculum design model that prepares SEMA teacher candidates to teach Advanced Placement (AP) Computer Science Principles (AP CSP). This effort addresses the challenges associated with expanding the teacher candidate pipeline of future CS high school educators in the state of Alabama. Specifically, the project explores a two-course sequence and associated activities that form a pathway for increasing the pool of future educators who are prepared to teach the AP CSP course without deep pre-existing content knowledge. The approach leverages an existing research-practitioner partnership with local in-service AP CSP teachers who support SEMA teacher candidates being trained to offer AP CSP in the future. In this chapter, we discuss our model and implementation with respect to how the project can be adapted for efforts in other states.

The expansion of K-12 computer science (CS) has driven a dramatic need for educators who are trained in CS content and pedagogy [1]. This poster describes our effort to train teacher candidates (i.e., pre-service teachers who are students seeking degrees within a College of Education), who are specializing in secondary mathematics education, to be future CS educators. We specifically describe our collaboration to provide a blended preparatory six-week training for the ETS CS Praxis exam (5652), assisting our pre-service students in satisfying the CS certification requirements in our state before they graduate and begin their professional teaching career. Given the unique challenges of pre-service CS teacher preparation [2], blended models, which combine both in-person and online instruction, are an effective approach to building a pre-service program. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Given the unique challenges of pre-service CS teacher preparation, university pre-service CS teacher programs should look to innovative models of teacher support developed by in-service programs to make substantial gains in CS teacher certification. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful.

Proof and argumentation are essential components of learning mathematics, and technology can mediate students’ abilities to learn. This systematic literature review synthesizes empirical literature which examines technology as a support for proof and argumentation across all content domains. The themes of this review are revealed through analyzing articles related to Geometry and mathematical content domains different from Geometry. Within the Geometry literature, five subthemes are discussed: (1) empirical and theoretical interplay in dynamic geometry environments (DGEs), (2) justifying constructions using DGEs, (3) comparing technological and non-technological environments, (4) student processing in a DGE, and (5) intelligent tutor systems. Within the articles related to content different from Geometry, two subthemes are discussed: technological supports for number systems/algebra and technological supports for calculus/real analysis. The technological supports for proof revealed in this review could aid future research and practice in developing new strategies to mediate students’ understandings of proof.

The surge of interest in K-12 computer science (CS) over the past decade has led to a deep need for a corresponding expansion of trained teachers. The primary focus of most K-12 CS teacher professional development has been for current in-service teachers who have little background in CS. To raise the importance of CS within Colleges of Education, we believe that new pathways and experiences are needed for pre-service Education majors to learn more about authentic CS topics and pedagogy. This experience report summarizes our efforts over the past two years to prepare Secondary Math Education (SEMA) majors to teach AP CS Principles (AP CSP). Our approach consists of the following curricular activities: 1) a two-course sequence, with the first course mapping to the content topics of the AP CSP Curriculum Framework, and the second course consisting of a reflection of CS methods and pedagogy, including opportunities for SEMA students to develop and present their own AP CSP lesson plans; 2) opportunities for SEMA students to observe AP CSP classrooms in local high schools through our partnership with experienced AP CSP teachers; 3) summer participation in a College Board AP Summer Institute for AP CSP, and 4) a six-week ETS Praxis CS preparation modules-based course, offered to both pre-service SEMA students and in-service teachers. We summarize our lessons learned and present results that suggest our approach is preparing pre-service students with pedagogical and content knowledge that meets or exceeds current in-service training models (including an analysis of recent Praxis results for CS certification in our state).