Exploring computer science understanding and rationales in preservice teacher pathways through faculty professional development

With the increasing demand for K-12 computer science education (CSed), and the importance of preparing highly qualified preservice teachers who have basic CS knowledge, teacher education faculty play an essential role in CSed capacity building. However, little is known about the best ways for supporting teacher education faculty with the integration of CSed in preservice teacher coursework. To address this challenge, and explore faculty's CS understandings and integration rationales, we conducted a case study to investigate a two-day, six-hour CS professional development delivered to 49 faculty and staff members in a college of education (21 of which agreed to be study participants). We found faculty developed more nuanced understandings of CSed and resolved conflations around CS and general technology use. Additionally, faculty held varied rationales for the importance of CSed, but themes of access and equity were central, universal motivators for explaining why CSed should be integrated into preservice coursework.