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Learning to Teach Computer Science: Professional Development Design and Teacher Outcomes
PROCEEDING

, , , University of Delaware, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the increased attention on teaching computer science, there has been a growing investment into professional development opportunities that prepare teachers to deliver computer science curricula Yet, little research exists on design features of professional development that help teachers gain the computer science content and teaching pedagogy that ultimately make an impact on student learning and participation in the classroom In this work we present a professional development model for helping middle and high school teachers integrate computer science principles across the curriculum in a variety of content areas or teach stand-alone computer science courses We subsequently examine the ways in which participating teachers applied learning from professional development in their classrooms, with an eye towards how design features of professional development that facilitated teacher learning and practice

Citation

Mouza, C., Codding, D. & Pollock, L. (2018). Learning to Teach Computer Science: Professional Development Design and Teacher Outcomes. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1628-1634). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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