Amongst efforts to realize computer science (CS) for all, recent critiques of racially biased technologies have emerged (e.g., facial recognition software), revealing a need to critically examine the interaction between computing solutions and societal factors. Yet within efforts to introduce K-12 students to such topics, studies examining teachers' learning of critical computing are rare. To understand how teachers learn to integrate societal issues within computing education, we analyzed video of a teacher professional development (PD) session with experienced computing teachers. Highlighting three particular episodes of conversation during PD, our analysis revealed how personal and classroom experiences—from making a sensor-based project to drawing on family and teaching experiences—tethered teachers’ weaving of societal and technical aspects of CS and enabled reflections on their learning and pedagogy. We discuss the need for future PD efforts to build on teachers’ experiences, draw in diverse teacher voices, and develop politicized trust among teachers.
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Weaving the societal and the technical into teacher experiences: Experienced computing high school teacher learning in an electronic textiles professional development session
Amongst efforts to realize computer science (CS) for all, recent critiques of racially biased technologies have emerged (e.g., facial recognition software), revealing a need to critically examine the interaction between computing solutions and societal factors. Yet within efforts to introduce K-12 students to such topics, studies examining teachers' learning of critical computing are rare. To understand how teachers learn to integrate societal issues within computing education, we analyzed video of a teacher professional development (PD) session with experienced computing teachers. Highlighting three particular episodes of conversation during PD, our analysis revealed how personal and classroom experiences—from making a sensor-based project to drawing on family and teaching experiences—tethered teachers’ weaving of societal and technical aspects of CS and enabled reflections on their learning and pedagogy. We discuss the need for future PD efforts to build on teachers’ experiences, draw in diverse teacher voices, and develop politicized trust among teachers.
more »
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- Award ID(s):
- 2031168
- NSF-PAR ID:
- 10437379
- Date Published:
- Journal Name:
- Proceedings of the 17th International Conference of the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Amongst efforts to realize computer science (CS) for all, recent critiques of racially biased technologies have emerged (e.g., facial recognition software), revealing a need to critically examine the interaction between computing solutions and societal factors. Yet within efforts to introduce K-12 students to such topics, studies examining teachers' learning of critical computing are rare. To understand how teachers learn to integrate societal issues within computing education, we analyzed video of a teacher professional development (PD) session with experienced computing teachers. Highlighting three particular episodes of conversation during PD, our analysis revealed how personal and classroom experiences—from making a sensor-based project to drawing on family and teaching experiences—tethered teachers’ weaving of societal and technical aspects of CS and enabled reflections on their learning and pedagogy. We discuss the need for future PD efforts to build on teachers’ experiences, draw in diverse teacher voices, and develop politicized trust among teachers.more » « less
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Background & Context: Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers. Objective: This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs. Method: Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs. Findings: Findings indicate a considerable increase in the number of studies on CS teacher PD. More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning. Implications: PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development.more » « less
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In this work, we present a professional development (PD) program thatseeks to support elementary teachers as they integrate computer science (CS) with disciplinary content and culturally responsive pedagogy (CRP) to create inclusive environments that engage all students with computing. Using semi-structured interviews with 17 participants, we subsequently examine the content, technology tools, and CRP strategies that teachers perceived as represented in lessons designed during their participation in PD. Findings indicated that teachers integrated CS tools primarily with literacy and utilized CRP strategies commonly cited as instructional best practices (e.g., differentiation). Results have implications for future PD as well as research that seeks to support teacher learning about CS-integrated instruction.more » « less
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This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. Analyzing multiple sources of qualitative data, we explored how coaches adapted PD to address teachers’ unique needs and how teachers experienced remote PD. We found that the coaching team designed PD to help teachers translate key instructional strategies into the remote learning environment and increasingly centered their PD design efforts on improving teacher engagement and wellbeing. Teachers primarily valued the relational aspects of PD, including opportunities for collaboration and personalized support from instructional coaches. Leveraging an ecological framework, we found that the pandemic and remote learning contexts amplified preexisting PD challenges experienced by teachers and coaches. Findings suggest that PD researchers and designers should focus on teacher wellbeing and that districts should invest in flexible and adaptable PD structures to meet CS teachers’ varied needs.more » « less
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
