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This paper reports a study of CSTA chapter leaders' perceptions of their chapter's roles in supporting computer science (CS) teachers. Intent on understanding the impact of member-ship in a professional organization on the development of teacher professional identity, our research revealed that in the chapter leaders' perceptions local CSTA chapters had an important role in supporting the development of their members' professional identity as a CS teacher.
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"It is what the situation demands": How Communities of Practice Create Value for CS Teachers in the Time of Covid
The recent pandemic has resulted in challenges to the prioritization of CS curriculum and strained the structures that support and grow the professional development and identity building of the teachers who implement it. In this poster we examine how local chapters of a national CS teacher advocacy organization (the CSTA) support their members during a time of transition and change. Using focus group data collected from an ongoing multi-year longitudinal research project, we tried to better understand the challenges that these entities faced as their normal structures of communication and outreach were closed off, and how such challenges might affect the perceptions of the role that local chapters play in supporting the continued development of their members, including their identity as CS teachers.
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- Award ID(s):
- 1935302
- PAR ID:
- 10383463
- Date Published:
- Journal Name:
- SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education
- Page Range / eLocation ID:
- 1154 to 1154
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3478432.3499072
