TY - GEN
T1 - Developing K-8 Computer Science Teachers' Content Knowledge, Self-efficacy, and Attitudes through Evidence-based Professional Development
AU - Nugent, Gwen
AU - Chen, Keting
AU - Soh, Leen Kiat
AU - Choi, Dongho
AU - Trainin, Guy
AU - Smith, Wendy
N1 - Publisher Copyright:
© 2022 ACM.
PY - 2022/7/7
Y1 - 2022/7/7
N2 - Broadening participation in computer science (CS) for primary/elementary students is a growing movement, spurred by computing workforce demands and the need for younger students to develop skills in problem solving and critical/computational thinking. However, offering computer science instruction at this level is directly related to the availability of teachers prepared to teach the subject. Unfortunately, there are relatively few primary/elementary school teachers who have received formal training in computer science, and they often self-report a lack of CS subject matter expertise. Teacher development is a key factor to address these issues, and this paper describes professional development strategies and empirical impacts of a summer institute that included two graduate courses and a series of Saturday workshops during the subsequent academic year. Key elements included teaching a high-level programing language (Python and JavaScript), integrating CS content and pedagogy instruction, and involving both experienced K-12 CS teachers and University faculty as instructors. Empirical results showed that this carefully structured PD that incorporated evidence-based elements of sufficient duration, teacher active learning and collaboration, modeling, practice, and feedback can successfully impact teacher outcomes. Results showed significant gains in teacher CS knowledge (both pedagogy and content), self-efficacy, and perception of CS value. Moderating results - examining possible differential effects depending on teacher gender, years of teaching CS, and geographic locale - showed that the PD was successful with experienced and less experienced teachers, with teachers from both rural and urban locales, and with both males and females.
AB - Broadening participation in computer science (CS) for primary/elementary students is a growing movement, spurred by computing workforce demands and the need for younger students to develop skills in problem solving and critical/computational thinking. However, offering computer science instruction at this level is directly related to the availability of teachers prepared to teach the subject. Unfortunately, there are relatively few primary/elementary school teachers who have received formal training in computer science, and they often self-report a lack of CS subject matter expertise. Teacher development is a key factor to address these issues, and this paper describes professional development strategies and empirical impacts of a summer institute that included two graduate courses and a series of Saturday workshops during the subsequent academic year. Key elements included teaching a high-level programing language (Python and JavaScript), integrating CS content and pedagogy instruction, and involving both experienced K-12 CS teachers and University faculty as instructors. Empirical results showed that this carefully structured PD that incorporated evidence-based elements of sufficient duration, teacher active learning and collaboration, modeling, practice, and feedback can successfully impact teacher outcomes. Results showed significant gains in teacher CS knowledge (both pedagogy and content), self-efficacy, and perception of CS value. Moderating results - examining possible differential effects depending on teacher gender, years of teaching CS, and geographic locale - showed that the PD was successful with experienced and less experienced teachers, with teachers from both rural and urban locales, and with both males and females.
KW - k-8 education
KW - research
KW - teacher professional development
UR - http://www.scopus.com/inward/record.url?scp=85134431815&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85134431815&partnerID=8YFLogxK
U2 - 10.1145/3502718.3524771
DO - 10.1145/3502718.3524771
M3 - Conference contribution
AN - SCOPUS:85134431815
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 540
EP - 546
BT - ITiCSE 2022 - Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 27th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2022
Y2 - 8 July 2022 through 13 July 2022
ER -