Who AM I?: understanding high school computer science teachers' professional identity
Who AM I?: understanding high school computer science teachers' professional identity
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我是谁？：了解高中计算机科学教师的职业身份
DOI：
10.1145/2157136.2157283
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发表时间：
2012
影响因子：
2.7
通讯作者：
M. Guzdial
中科院分区：
文献类型：
--
作者：
Lijun Ni;M. Guzdial
高质量的计算机科学(CS)教师是中学计算机教育的关键。除了增加高中(HS)CS教师的数量外，还非常需要支持这些教师成长并留下来，成为忠诚、有效的教师。最近有关教师教育的文献表明，教师的责任感和教师职业的其他方面与他们的教师身份密切相关。然而，美国目前的教育体系并没有为教师建立作为CS教师的认同感提供典型的背景。本研究旨在初步了解CS教师对自身职业认同的认知，以及可能影响这些认知的潜在因素。我们的研究结果表明，目前教授CS课程的HS教师并不一定认为自己是CS教师。他们对计算机科学教学有不同的理解。教师的学历和学历、计算机辅助教学课程和科系等级、计算机辅助教学教师群体的可用性、教师对计算机辅助教学领域的认知等四个方面的因素会影响教师对计算机辅助教学的认知。
Quality computer science (CS) teachers are critical for secondary computing education. In addition to increasing the number of high school (HS) CS teachers, there is a great need for supporting those teachers to grow and stay as committed, effective teachers. Recent literature on teacher education suggests that teachers' sense of commitment and (other aspects of) teaching profession is tightly linked with their teacher identity. However, the current educational system in the U.S. does not provide typical contexts for teachers to build a sense of identity as CS teachers. This study is intended to gain an initial understanding of CS teachers' perceptions about their own professional identity and potential factors that might contribute to these perceptions. Our findings indicate that current HS teachers teaching CS courses do not necessarily identify themselves as CS teachers. They have different perceptions related to CS teaching. Four kinds of factors can contribute to these perceptions: teachers' educational background and certification, CS curriculum and department hierarchy, availability of CS teacher community, and teachers' perceptions about the field of CS.