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1. (2020). Real-time coaching with secondary preservice teachers: The practices of mathematics teacher educators., Mexico (pp. 1567-1571). Cinvestav / AMIUTEM / PME-NA. https: /doi.org/10.51272 / pmena.42.2020-246.

   Arbaugh, F. (January 2020, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   null (Ed.)

   We examined the coaching practices of three mathematics teacher educators as they engaged in real-time coaching with secondary mathematics preservice teachers. Situated in a novel early field experience and under close supervision, preservice teachers instructed undergraduate students in an introductory mathematics course; teacher educators coached in real time during these teaching episodes. Forty-four preservice teachers participated in this study, resulting in a data corpus of 44 videos of their teaching. Findings indicate that direct coaching was used more than indirect coaching, and pacing was the most prevalent focus of direct coaching. 

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2. Challenges and supports for secondary science and mathematics teacher retention

   https://doi.org/10.1111/ssm.12647  

   Lotter, Christine; Crooks‐Monastra, Jennifer; Irdam, Greysi; Yow, Jan_A (February 2024, School Science and Mathematics)

   Abstract More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed‐method study explored the influences on the self‐efficacy and career satisfaction of a group of 21 early‐career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high‐need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self‐efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self‐efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early‐career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction. 

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3. Preparing Pre-Service Teacher Candidates for the Praxis Exam: An Innovative Model of Blended Support

   https://doi.org/10.1145/3328778.3372654  

   Odom-Bartel, Rebecca; Fletcher, Carol; Owen, John; Gray, Jeff; Zelkowski, Jeremy (February 2020, ACM Technical Symposium on Computer Science Education (SIGSCE))

   null (Ed.)

   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. 

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4. The UTE model: Developing pre-service teachers’ visions of high-quality mathematics instruction.

   Bieda, K.; Arbaugh, F.; Cirillo, M. (January 2019, Proceedings of the 41st annual conference for the North American chapter of the International Group for the Psychology of Mathematics Education conference)

   The University Teaching Experience (UTE) model is a field experience where secondary mathematics PSTs teach in a first-year undergraduate mathematics course coinciding with their first methods course (Bieda et al., Accepted). Teacher educators mentor PSTs in planning and teaching in the UTE, supporting PSTs to enact ambitious teaching practices early in teacher preparation. We report results of our assessment of PSTs’ vision for high-quality mathematics instruction (VHQMI) at the outset of the UTE, which inform mentoring of PSTs during the UTE. 

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

   https://doi.org/10.1080/15391523.2024.2363205  

   Zelkowski, Jeremy; Odom-Bartel, Rebecca; Gray, Jeff (June 2024, Journal of Research on Technology in Education)

   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. 

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