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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This content will become publicly available on November 7, 2025
Building robust teacher-led professional learning communities for computer science educators: Insights from CSTA chapters in the U.S.
The rapid expansion of K-12 computer science education highlights the urgent need for well-prepared teachers. The Computer Science Teachers Association (CSTA) facilitates the development of local teacher professional learning communities (PLCs) through CSTA chapters. This study investigated the types of support CSTA chapters provide, how teacher leaders establish local PLCs and engage teachers of computer science, and the challenges encountered in this process. The investigation included multi-year focus group interviews with chapter leaders and teacher member surveys. The findings reveal that CSTA chapters serve as vital resources of professional support, amplify teachers’ voices, and nurture their professional identities in teaching computer science. This study provides a nuanced understanding of local PLCs for computer science educators, informing future endeavors in teacher preparation and development.
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- Award ID(s):
- 1935302
- PAR ID:
- 10554121
- Publisher / Repository:
- Taylor & Francis
- Date Published:
- Journal Name:
- Journal of Research on Technology in Education
- ISSN:
- 1539-1523
- Page Range / eLocation ID:
- 1 to 18
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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