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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Lessons and Challenges in Supporting CS Teachers through Local Communities: CS Teacher Leaders' Perceptions
Effective professional learning communities (PLCs) are important
in supporting teacher learning. This study investigated computer
science (CS) teacher leaders’ perspectives on the lessons and the
challenges in supporting CS teachers through local PLCs. We
purposefully selected ten CSTA chapters and conducted focus
group interviews with the chapter leaders between 2020 and 2022.
Our findings indicated that these PLCs offered social-emotional
support, continual networking opportunities, and rich professional
learning resources. Also, they amplified teachers’ voices and
supported CS teachers’ professional identity building. To engage
CS teachers, the teacher leaders built trust, collaborated with other
PLCs or organizations, and set an inclusive PLC culture. These
PLCs had challenges in recruitment, leadership development and
transition, and building group identity.
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- Award ID(s):
- 1935302
- PAR ID:
- 10471236
- Publisher / Repository:
- ACM
- Date Published:
- Journal Name:
- SIGCSE 2023: Proceedings of the 54th ACM Technical Symposium on Computer Science Education
- ISBN:
- 9781450394338
- Page Range / eLocation ID:
- 1369 to 1369
- Format(s):
- Medium: X
- Location:
- Toronto ON Canada
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3545947.3576313
