Effective and equitable CS teaching is contingent on teachers’ robust understanding of equity issues in CS classrooms. To this end, this study examined high school teachers’ perceptions of equity during their participation in a CS teacher certificate program over two years. The participants are from various disciplines and from schools that serve under-represented students. Using a qualitative approach, we conducted content analysis of the teachers’ written reflections and responses to semi-structured interviews. Based on the justice-centered framework, we analyzed the major themes that emerged from the content analysis. The findings provide insights into high school CS teachers’ understanding of equity, the strategies that teachers use to address equity issues, and how teachers interpret the causes of inequities in CS classrooms. This research presents frameworks for examining teachers’ conceptualizations of equity and can inform the implementation of future professional development programs for CS teachers.

中文翻译：

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教师对高中计算机科学课堂公平的看法

有效和公平的 CS 教学取决于教师对 CS 课堂公平问题的深刻理解。为此，本研究调查了高中教师在参加两年多的 CS 教师证书课程期间对公平的看法。参与者来自不同学科和为代表性不足的学生提供服务的学校。使用定性方法，我们对教师的书面反思和对半结构化访谈的回应进行了内容分析。基于以司法为中心的框架，我们分析了内容分析中出现的主要主题。这些发现提供了对高中 CS 教师对公平的理解、教师用来解决公平问题的策略以及教师如何解释 CS 课堂中不公平的原因的见解。