A tale of three sites

Brown, Neil C. C.; Kölling, Michael

doi:10.1145/2493394.2493398

Cited by 8 publications

(2 citation statements)

References 17 publications

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“…Virtual CoPs may be appealing to CS teachers because they typically work independently from other teachers and use online tools to stay connected with other CS teachers (Brown & Kölling, 2013;Qian et al, 2018). Moreover, VCoPs are often nonlinear and asynchronous, allowing for teachers to enter the community from many different avenues without fear of being unprepared or falling behind .…”

Section: Communities Of Practicementioning

confidence: 99%

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

Schwarzhaupt

Feng

Wilson

et al. 2021

Journal of Computer Science Integration

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<p>Prekindergarten to 12th-grade teachers of computer science (CS) face many challenges, including isolation, limited CS professional development resources, and low levels of CS teaching self-efficacy that could be mitigated through communities of practice (CoPs). This study used survey data from 420 PK–12 CS teacher members of a virtual CoP, CS for All Teachers, to examine the needs of these teachers and how CS teaching self-efficacy, community engagement, and sharing behaviors vary by teachers’ instructional experiences and school levels taught. Results show that CS teachers primarily join the CoP to gain high-quality pedagogical, assessment, and instructional resources. The study also found that teachers with more CS teaching experience have higher levels of self-efficacy and are more likely to share resources than teachers with less CS teaching experience. Moreover, teachers who instruct students at higher grade levels (middle and high school) have higher levels of CS teaching self-efficacy than do teachers who instruct lower grade levels (elementary school). These results suggest that CoPs can help CS teachers expand their professional networks, gain more professional development resources, and increase CS teaching self-efficacy by creating personalized experiences that consider teaching experience and grade levels taught when guiding teachers to relevant content. This study lays the foundation for future explorations of how CS education–focused CoPs could support the expansion of CS education in PK–12 schools.</p>

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Section: Communities Of Practicementioning

confidence: 99%

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

Schwarzhaupt

Feng

Wilson

et al. 2021

Journal of Computer Science Integration

View full text Add to dashboard Cite

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“…Most CS teachers reported creating their own curricular resources alone (e.g. books, materials, presentationss) (Brown & Kölling, 2013;Yadav et al, 2016). Finding or creating quality assessment is especially difficult due to problem based and collaborative nature of CS projects (Wilson & Guzdial, 2010).…”

Section: Teachers' Challenges and Needs In Cs Educationmentioning

confidence: 99%

Secondary Computer Science Teachers’ Pedagogical Needs

Sadık

Ottenbreit-Leftwich

Brush

2020

IJCSES

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The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

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Brown

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Crick

et al. 2014

ACM Trans. Comput. Educ.

201

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Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this paper, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead.

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A tale of three sites

Cited by 8 publications

References 17 publications

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

Secondary Computer Science Teachers’ Pedagogical Needs

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