Towards Developing a Concept Inventory to Assess Conceptual Reconstruction in Computer Science Teacher Education Programs

This work-in-progress paper presents the development of a Concept Inventory (CI) specifically designed for Computer Science (CS) teacher training programs which are based on a wide experience in teacher-training. CS Teachers often do not have a formal background in CS therefore the objective of this paper is to identify and effectively address the misconceptions prevalent in the field of CS education. This is achieved by the following three steps: 1. Definition of key CS concepts, 2. Developing of multiple-choice questions that incorporate distractors based on widespread misconceptions, and 3. A comprehensive validation process which additionally ensures the effectiveness and reliability of these questions. The resulting CI focuses on the idea of conceptual reconstruction, aiming to enhance teachers' understanding of fundamental CS principles. The development process is iterative, grounded in educational theory and practice. The approach to developing this inventory illustrated in this work-in-progress paper includes a detailed approach to the creation of assessment questions, leveraging existing literature and expert insights. The paper also discusses the future plans for the expansion and adaptation of the CI, emphasising its role in elevating the quality of CS instruction. This work aims to significantly enhance CS teacher education by improving conceptual clarity and understanding in the field.