More Like this

1. Development of a Cybersecurity Professional Identity

   Hensel, Robin; Goseva-Popstojanova, Katerina (June 2022, ASEE annual conference exposition proceedings)
2. Development of a Cybersecurity Professional Identity

   Hensel, Robin; Goseva-Popstojanova, Katerina (June 2022, ASEE annual conference exposition proceedings)
3. Confronting, investigating, and learning from professional identity tensions

   https://doi.org/10.1080/02619768.2023.2212854  

   Smetana, Lara KT; Kushki, Ali (May 2023, European Journal of Teacher Education)

   Professional identity tensions are a common part of teachers’ experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled in a 13-month post-baccalaureate teacher preparation program, including written responses to a questionnaire, participant reflection notes, and instructor journals. Analysis focused on identifying the sources of participants’ most frequent tensions, their affective and behavioral responses, and their perspectives on the process of reflecting on tensions as a structured part of their preparation program. We found that early, supportive clinical experiences coupled with strategies for supporting productive responses to tensions can promote teacher learning. This study contributes to a better understanding of how teacher preparation and induction programs can best support beginning teachers in negotiating professional identity tensions. 

   more » « less
4. Understanding Professional Identity Development Among Computer Science Students

   https://doi.org/10.18260/1-2--37962  

   Rollins, Sami N; Joshi, Alark; Apedoe, Xornam; Engle, Sophie; Malensek, Matthew; Bruno, Gian (July 2021, ASEE Annual Conference Exposition Proceedings)
5. Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey

   https://doi.org/10.1145/3446871.3469766  

   Ni, Lijun; McKlin, Tom; Hao, Han; Baskin, Jake; Bohrer, Jason; Tian, Yan (August 2021, ICER 2021: Proceedings of the 17th ACM Conference on International Computing Education Research)

   null (Ed.)

   Motivation: Recent efforts to expand K-12 computer science education highlight the great need for well-prepared computer science (CS) teachers. Teacher identity theory offers a particular conceptual lens for us to understand computer science teacher preparation and professional development. The emerging literature suggests that teacher identity is central to sustaining motivation, efficacy, job satisfaction, and commitment, and these attributes are crucial in determining teacher retention. While the benefits associated with a strong sense of teacher identity are great, teachers face unique challenges and tensions in developing their professional identity for teaching computer science. Objectives: This exploratory study attempts to operationalize computer science teacher identity through discussing the potential domains, proposing and testing a quantitative instrument for assessing computer science teachers’ professional identity. Method: We first discussed the potential domains of computer science teacher identity based on recent teacher identity literature and considerations on some unique challenges for computer science teachers. Then we proposed the computer science teacher identity scale, which was piloted through a national K-12 computer science teacher survey with 3,540 completed responses. The survey results were analyzed with a series of factor analyses to test the internal structure of the computer science teacher identity scale. Results: Our analyses reveal a four-factor solution for the computer science teacher identity scale, which is composed of CS teaching commitment, CS pedagogical confidence, confidence to engage students, and sense of community/belonging. There were significant differences among the teachers with different computer science teaching experiences. In general, teachers with more computer science teaching experience had higher computer science teacher identity scores on all four factors. Discussion: The four-factor model along with a large national dataset invites a deeper analysis of the data and can provide important benchmarks. Such an instrument can be used to explore developmental patterns in computer science teacher identity, and function as a pedagogical tool to provoke discussion and reflection among teachers about their professional development. This study may also contribute to understanding computer science teachers’ professional development needs and inform efforts to prepare, develop, and retain computer science teachers. 

   more » « less