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As the field of computer science (CS) is gaining increased attention, the need for qualified teachers is rapidly growing. Yet little is still known about the design features, implementation, and outcomes of professional development programs in computing. The purpose of this study is threefold: (a) examine a CS professional development program built around high-quality design features reported in the research literature, (b) investigate the impact of the program on participating teachers’ learning and classroom practice, and (c) identify specific design features that facilitated changes in teacher learning and practice. The study employed a mixed-methods design. Data were collected from multiple sources including, pre and post survey data on teacher knowledge of CS content, pedagogy, and technology (N = 94), as well as interviews and classroom implementation data from eight case study participants. Findings from this work indicated that participants reported improvements in their knowledge of CS content, pedagogy, and technology. They also applied new learning into their practice, though implementation varied among participants. Responding on the value of the professional development design features, teachers noted the importance of focusing on CS content knowledge as well as opportunities to engage with pedagogical practices for teaching computing. Findings also indicated the important role of contextualized follow-up classroom support in the implementation of new learning into practice. These findings have implications for the design of professional development programs grounded in best practices with the potential to support broad efforts intended to prepare teachers with the knowledge and skills needed to deliver CS education.
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Tracing take-up across practice-based professional development and collaborative lesson design
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers’ acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that take-up was a recursive process that occurred across both PD types as teachers iteratively moved between building and deploying knowledge. Both overarching and practice-specific struggles occurred during enactment, triggering shifts back to knowledge building. Struggles associated with learning to facilitate productive struggle included making sense of student thinking, identifying and providing appropriate scaffolds without lowering the cognitive demand, and helping students move from intuitive to mathematical arguments.
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- Award ID(s):
- 1813048
- PAR ID:
- 10348011
- Editor(s):
- Olanoff, D.; Johnson, K.; Spitzer, S.
- Date Published:
- Journal Name:
- Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
- Page Range / eLocation ID:
- 633-641
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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