Aligning Theory and Practice in Teacher Professional Development for Computer Science
Aligning Theory and Practice in Teacher Professional Development for Computer Science
复制标题
计算机科学教师专业发展的理论与实践相结合
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
T. Barnes
中科院分区：
文献类型：
--
作者：
Veronica Catété;Lauren Alvarez;Amy Isvik;Alexandra Milliken;Marnie Hill;T. Barnes
由于先进的安置计算机科学原理（AP CSP）课程已经发布，它大大增加了需要训练有素的CSP教师谁准备把CS到一个不同的学生群体。我们为高中教师设计了专业发展（PD）研讨会，学习教授这门新的CSP课程，基于我们的设计和迭代改进来自其他STEM学科的有效实践。在2012年至2019年的夏季，我们已经准备了600多名教师来教授CSP。我们的PD为教师提供了学习CS内容和教学内容知识的时间。我们PD设计的一个关键组成部分侧重于专业相关的活动-具体来说，教师开发和领导CSP课程，并通过与经验丰富的教师和同行进行以实践为中心的讨论，相互提供反馈。我们PD的另一个关键组成部分是包括持续专业成长的机会，我们为教师提供机会，让他们成为指导他人，策划材料或促进未来PD的领导者。我们的数据显示，教师在课堂上领导的信心有所增加，并且无论先前的编程经验如何，参与者都有平等的可访问性和增长。在本文中，我们研究和阐述了我们的CSP PD的基础理论，以及我们如何适应这些方法，培养一个包容性和生产性的学习环境的教师。我们还进行了回顾性分析，以确定哪些PD和程序活动，我们的教师发现最有意义的和相关的日常教学。
Since the Advanced Placement Computer Science Principles (AP CSP) course has been released, it has vastly increased the need for highly trained CSP teachers who are prepared to bring CS to a diverse group of students. We have designed professional development (PD) workshops for high school teachers learning to teach this new CSP course, basing our design and iterative refinements on effective practices from other STEM disciplines. In summers 2012-2019, we have prepared over 600 teachers to teach CSP. Our PD provides teachers with time to learn CS content and pedagogical content knowledge. A key component of our PD design focuses on professionally-relevant activities– specifically, teachers develop and lead CSP lessons and provide feedback to each other through practice-focused discussions with experienced teachers and their peers. Another key component of our PD is including opportunities for continued professional growth, where we provide opportunities for teachers to engage as leaders who mentor others, curate materials, or facilitate future PDs. Our data has shown an increase in teachers’ confidence to lead in the classroom and also shown equal accessibility and growth for participants regardless of prior programming experience. In this paper, we examine and articulate the foundational theories for our CSP PD and how we have adapted these methodologies to cultivate an inclusive and productive learning environment for teachers. We also perform a retrospective analysis to determine which PD and program activities our teachers found most meaningful and relevant to their daily teaching.