Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey
Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey
复制标题
了解计算机科学教师的职业身份：计算机科学教师身份调查的设计
DOI：
10.1145/3446871.3469766
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Tian, Yan
中科院分区：
文献类型：
--
作者：
Ni, Lijun;McKlin, Tom;Hao, Han;Baskin, Jake;Bohrer, Jason;Tian, Yan
动机：最近扩大K-12计算机科学教育的努力突出了对准备充分的计算机科学（CS）教师的巨大需求。教师身份理论为我们理解计算机科学教师的准备和专业发展提供了一个特殊的概念视角。新出现的文献表明，教师身份是维持动机、效能、工作满意度和承诺的核心，这些属性是决定教师留任的关键。虽然与强烈的教师认同感相关的好处是巨大的，但教师在发展他们的计算机科学教学专业认同感方面面临着独特的挑战和紧张。目的：本探索性研究试图通过探讨计算机科学教师职业认同的潜在领域，提出并测试一种评估计算机科学教师职业认同的定量工具，来实现计算机科学教师认同的可操作性。方法：我们首先根据最近的教师身份文献和对计算机科学教师面临的一些独特挑战的考虑，讨论了计算机科学教师身份的潜在领域。然后，我们提出了计算机科学教师认同量表，该量表通过全国K-12计算机科学教师调查进行试点，共有3540份完整的回复。通过一系列因子分析对调查结果进行分析，检验计算机科学教师认同量表的内部结构。结果：我们的分析揭示了计算机科学教师认同量表的四因素解决方案，包括计算机科学教学承诺、计算机科学教学信心、计算机科学吸引学生的信心和社区/归属感。不同计算机科学教学经历的教师在这方面存在显著差异。总体而言，具有更多计算机科学教学经验的教师在所有四个因素上的计算机科学教师认同得分较高。讨论：四因素模型以及大型国家数据集可以对数据进行更深入的分析，并可以提供重要的基准。这种工具可以用来探索计算机科学教师身份的发展模式，并作为一种教学工具，引发教师对其专业发展的讨论和反思。本研究也有助于了解计算机科学教师的专业发展需求，并为准备、发展和留住计算机科学教师提供信息。
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.
登录
查看更多内容
从情境学习的角度理解计算机教师的专业学习
影响因子：
2.7
作者：
Sue Sentance;Simon Humphreys
通讯作者：
Simon Humphreys
我是谁？：了解高中计算机科学教师的职业身份
影响因子：
2.7
作者：
Lijun Ni;M. Guzdial
通讯作者：
M. Guzdial
影响因子：
3.6
作者：
Chan, Wai-Yen;Lau, Shun;Hogan, David
通讯作者：
Hogan, David
需要一个村庄：通过专业学习社区支持以探究和公平为导向的计算机科学教学
影响因子：
2.7
作者：
Jean J. Ryoo;J. Goode;Jane Margolis
通讯作者：
Jane Margolis
协商教学身份：一位非裔美国教师在考试驱动的环境中教学的斗争
DOI：
10.1177/016146810410600405
发表时间：
2004
期刊：
Teachers College Record: The Voice of Scholarship in Education
影响因子：
--
作者：
J. Agee
通讯作者：
J. Agee