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The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we developed and delivered a culturally responsive and equityfocused computer science professional development model for helping teachers apply culturally relevant pedagogy alongside computer science principles within their classrooms. This paper focuses on how teachers experienced and processed this infusion of culturally relevant pedagogy into computer science professional development. Findings suggest that the ways in which participating teachers’ contexts and experiences influence the ways in which they conceptualize culturally relevant pedagogy and plan to implement it into their classrooms.
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Learning to teach computer science: Professional development design and teacher outcomes.
With the increased attention on integrating computer science concepts into K-12 curricula, there has been a growing investment into professional development opportunities that prepare teachers to teach computer science principles. Yet, little research exists on design features of professional development that help teachers gain the computer science content, skills and teaching pedagogy that ultimately make an impact on student learning and participation in the classroom. In this work we present a professional development model for helping K-12 teachers integrate computer science principles across the curriculum in a variety of content areas. We subsequently investigate the ways in which the design features of the model promoted teacher learning of computer science content and pedagogy.
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- Award ID(s):
- 1639649
- PAR ID:
- 10062878
- Date Published:
- Journal Name:
- Society for Information Technology & Teacher Education (SITE)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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