Lessons Learned from an Equity-Focused Peer Mentoring Program for High School CS Teachers
Lessons Learned from an Equity-Focused Peer Mentoring Program for High School CS Teachers
复制标题
从针对高中计算机教师的以公平为中心的同伴指导计划中汲取的经验教训
DOI：
10.1145/3545947.3576314
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Logan, Linnea
中科院分区：
文献类型：
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作者：
Twarek, Bryan;Hubbard Cheuoua, Aleata;Campos, Ed;Fetherston, Amy;Echeverria, Fernando;Logan, Linnea
随着中学CS教师数量的增加，以满足美国新兴的课程设置，除了侧重于特定课程的一次性讲习班之外，新接触这一学科的教师需要更多的支助。为了满足这一需求，我们与一个州的26名教师实施了为期一年、以公平为中心的同伴指导计划。参与者每月举行两次会议，确定并努力实现与CSTA CS教师标准相关的三个目标。试点数据表明，学员在他们的教学信心增加，但需要额外的支持，以应用他们的学习在课堂上。我们还确定了几种方式，我们的申请过程阻碍了我们扩大参与的目标，使教师很难与农村，少数民族或低收入学生参与。在这张海报中，我们将分享从我们的试点中吸取的经验教训，以及从我们第二年的实施中得出的新结论。
As the number of secondary CS teachers increases to meet the burgeoning course offerings in the U.S., teachers new to the discipline need additional supports beyond one-time workshops focused on particular curricula. To address this need, we implemented a year-long, equity-focused peer mentoring program with twenty-six teachers across one state. Participants met twice monthly to identify and work towards three goals related to the CSTA Standards for CS Teachers. Pilot data suggest that mentees increased in their teaching confidence but needed additional support to apply their learnings in their classrooms. We also identified several ways that our application process hampered our broadening participation goals by making it difficult for teachers working with rural, minoritized or low-income students to participate. In this poster, we will share lessons learned from our pilot and emerging findings from our second year of implementation.
看到学生的学习：教师的变化和反思的作用。
DOI：
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发表时间：
2002
期刊：
影响因子：
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作者：
Carol Rodgers
通讯作者：
Carol Rodgers