Developing Empathy and Persistence through Professional Development in New to CSA Teachers
Developing Empathy and Persistence through Professional Development in New to CSA Teachers
复制标题
通过 CSA 新教师的专业发展培养同理心和毅力
DOI：
10.1145/3446871.3469793
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Rosato, Jennifer
中科院分区：
文献类型：
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作者：
Broneak, Cassandra;Rosato, Jennifer
为了满足对计算机科学（CS）课程不断增长的需求，K-12教育工作者需要准备好在计算机科学原理（CSP）等课程中教授入门概念和技能，该课程采用CS的广度优先方法，包括编程以外的主题，如数据，计算的影响和网络。教育工作者现在也被要求在课程中教授更高级的概念，例如大学理事会的高级安置计算机科学A（CSA）课程，该课程侧重于使用Java进行高级编程，包括对象，继承，数组和递归等主题。传统的CSA课程没有使用旨在吸引广泛学习者并支持他们成功的内容或教学法。与CSP不同，CSP在设计时吸引了更多代表性不足的学生参加计算，CSA继续招收主要是男性，白色和亚洲学生[College Board 2019，Ericson 2020，Sax 2020]。为了扩大CS教育机会，学生在CSA中有类似于CSP的参与体验至关重要。精心设计的差异化专业发展（PD），重点是内容和教学法是必要的，以满足个别教师的需求，成功地建立教师的技能和信心，教CSA，并提高与学生的参与[Darling-Hammond 2017]。至关重要的是，随着越来越多的CS机会和课程的开发，教师继续参与自己的学习，以建立他们的内容知识和完善他们的教学实践[CSTA 2020]。CSAwesome于2019年开发和试点，提供大学董事会认可的AP CSA课程和PD，专注于支持教师和学生从CSP到CSA的过渡。这张海报提出了初步的调查结果，旨在探索新的CSA高中教育工作者面临的支持和挑战时，从教学的介绍性，广度优先的课程，如CSP过渡到教学更具挑战性，以编程为重点的CSA课程。五位完成2020年暑期在线CSAwesome PD的教师于2021年春季完成了面试。本研究采用归纳编码法，分析教师关于学习、教学和实施CSP和CSA课程的访谈记录和质性记录。初步研究结果表明，教师的经验，在CSAwesome PD可以提高他们的信心，在教学CSA，有效地使用包容性教学实践的能力，同情与学生的能力，解决问题的能力，并在面对挑战和困难时坚持的动机。教师们注意到CSAwesome PD如何为他们提供了学生的视角，并增加了同理心。与会者讨论了COVID-19疫情对他们自己的学习、学生的学习和教学风格的影响。教师进入PD有许多不同的背景，CS经验水平和优势，但是，新的CSA教师需要进一步PD的内容和教学法之间的CSP和CSA过渡。初步结果表明，CSAwesome PD可能会对长期的教师发展产生影响，因为新的CSA教师谁参加了表示他们的教学实践，意识形态和教学方法的积极影响。
To meet the rising demand for computer science (CS) courses, K-12 educators need to be prepared to teach introductory concepts and skills in courses such as Computer Science Principles (CSP), which takes a breadth-first approach to CS and includes topics beyond programming such as data, impacts of computing, and networks. Educators are now also being asked to teach more advanced concepts in courses such as the College Board's Advanced Placement Computer Science A (CSA) course, which focuses on advanced programming using Java and includes topics such as objects, inheritance, arrays, and recursion. Traditional CSA curricula have not used content or pedagogy designed to engage a broad range of learners and support their success. Unlike CSP, which is attracting more underrepresented students to computing as it was designed, CSA continues to enroll mostly male, white, and Asian students [College Board 2019, Ericson 2020, Sax 2020]. In order to expand CS education opportunities, it is crucial that students have an engaging experience in CSA similar to CSP. Well-designed differentiated professional development (PD) that focuses on content and pedagogy is necessary to meet individual teacher needs, to successfully build teacher skills and confidence to teach CSA, and to improve engagement with students [Darling-Hammond 2017]. It is critical that as more CS opportunities and courses are developed, teachers remain engaged with their own learning in order to build their content knowledge and refine their teaching practice [CSTA 2020]. CSAwesome, developed and piloted in 2019, offers a College Board endorsed AP CSA curriculum and PD focused on supporting the transition of teachers and students from CSP to CSA. This poster presents preliminary findings aimed at exploring the supports and challenges new-to-CSA high school level educators face when transitioning from teaching an introductory, breadth-first course such as CSP to teaching the more challenging, programming-focused CSA course. Five teachers who completed the online CSAwesome summer 2020 PD completed interviews in spring 2021. The project employed an inductive coding scheme to analyze interview transcriptions and qualitative notes from teachers about their experiences learning, teaching, and implementing CSP and CSA curricula. Initial findings suggest that teachers’ experience in the CSAwesome PD may improve their confidence in teaching CSA, ability to effectively use inclusive teaching practices, ability to empathize with their students, problem-solving skills, and motivation to persist when faced with challenges and difficulties. Teachers noted how the CSAwesome PD provided them with a student perspective and increased feelings of empathy. Participants spoke about the implications of the COVID-19 pandemic on their own learning, student learning, and teaching style. Teachers enter the PD with many different backgrounds, CS experience levels, and strengths, however, new-to-CSA teachers require further PD on content and pedagogy to transition between CSP and CSA. Initial results suggest that the CSAwesome PD may have an impact on long-term teacher development as new-to-CSA teachers who participated indicated a positive impact on their teaching practices, ideologies, and pedagogies.
DOI：
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发表时间：
2017
期刊：
影响因子：
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作者：
L. Darling;Maria E. Hyler;Madelyn Gardner
通讯作者：
Madelyn Gardner
AP CS 原则是否扩大了计算领域的参与？：对 APCSA 和 APCSP 参与者的分析
DOI：
10.1145/3328778.3366826
发表时间：
2020
期刊：
Proceedings of the 51st ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
L. Sax;Kaitlin N. S. Newhouse;J. Goode;Max Skorodinsky;Tomoko M. Nakajima;Michelle Sendowski
通讯作者：
Michelle Sendowski