It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community
It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community
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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
DOI：
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发表时间：
2015
影响因子：
2.7
通讯作者：
Jane Margolis
中科院分区：
文献类型：
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作者：
Jean J. Ryoo;J. Goode;Jane Margolis
本文介绍了高中计算机科学教师对教师专业学习社区的重要性，该社区是围绕着一个以调查和公平为导向的方法来扩大计算参与而设计的。本文运用扎根理论分析了洛杉矶联合学区探索计算机科学（ECS）项目四年的教师调查和访谈，描述了如何参与旨在培养教师专业学习社区的专业发展活动，帮助ECS教师过渡到基于探究的课堂文化，打破专业孤立。这个专业的学习社区还提供了挑战普遍的赤字概念和刻板印象的经验，学生可以或不能在计算机科学中脱颖而出。
This article describes the importance that high school computer science teachers place on a teachers’ professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers’ professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.