A model for high school computer science education: the four key elements that make it!
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Stuck in the Shallow End: Education, Race, and Computing
Stuck in the Shallow End: Education, Race, and Computing
Proceedings of the ninth annual international conference on International computing education research
The role of teachers in implementing curriculum changes
Proceeding of the 44th ACM technical symposium on Computer science education
Computer science in secondary schools in the UK: ways to empower teachers
ISSEP'13 Proceedings of the 6th international conference on Informatics in Schools: Situation, Evolution, and Perspectives
| Hi-index | 0.00 |
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.