Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community
Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community
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DOI：
10.1109/mcse.2020.2989622
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发表时间：
2020-09-01
影响因子：
2.1
通讯作者：
Chapman, Gail
中科院分区：
文献类型：
--
作者：
Goode, Joanna;Peterson, Kirsten;Chapman, Gail
计算机科学（CS）全民教育运动的一个重大挑战是为数千名教师提供高质量，可访问的专业发展（PD），这些教师有证据表明，提高教师知识和教学实践，以支持不同学生群体的学习需求。虽然区域PD项目可以提供面对面的学习机会，但地理和时间限制通常会抑制参与。本文分享了一个在线PD程序的研究结果，该程序是从现有的亲自探索计算机科学PD程序修改而来的，为教师提供了一个便利的在线学习社区模型，以支持他们第一年的课程教学。这项研究的结果在CS教育领域的未来方向的影响，表明这种模式的在线PD，在很大程度上基于参与者之间的共享经验，可以增加CS教师的信心，适应和提供的课程，旨在吸引和访问所有学生。
A grand challenge of the computer science (CS) for all education movement is the preparation of thousands of teachers with high quality, accessible professional development (PD) that has evidence of improving teacher knowledge and pedagogical practices necessary to support the learning needs of diverse groups of students. While regional PD programs can provide in-person learning opportunities, geographic and time constraints often inhibit participation. This article shares findings from an online PD program modified from the existing in-person exploring computer science PD program to provide teachers a facilitated online learning community model to support their first year teaching the course. The findings from this study have implications for future directions in the CS education field, indicating that this model of online PD, heavily based on shared experience among participants, can increase CS teachers' confidence in adapting and delivering lessons designed to be engaging and accessible to all students.