Experiences of teachers in computing as role models

Grande, Virginia; Berglund, Anders; Daniels, Mats

doi:10.1145/3141880.3141901

Cited by 8 publications

(6 citation statements)

References 9 publications

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“…A first analysis [23] of a subset of these interviews showed different understandings of role modeling, depending on what is modeled, how the modeling is perceived and who is affected by the modeling. The results of the preliminary analysis show that our participants understood the phenomenon of modeling in different ways and referred to it by giving different meanings to the same terms.…”

Section: Teachers' Experiences Of Role Modelingmentioning

confidence: 99%

“…Whether the desired effect takes place is left for other studies. Particularly, the aim is for this vocabulary to be used when describing how educators may be role models themselves or may reflect on complementary role models for their students as we have discussed elsewhere [23]. Thus, we have favored the perspective of the model when a choice needs to be made, as in Section IV-C.…”

Section: B Who: Main Actors In Role Modelingmentioning

confidence: 99%

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Lost for Words! Defining the Language Around Role Models in Engineering Education

Grande

2018

2018 IEEE Frontiers in Education Conference (FIE)

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This full research paper contains a vocabulary to describe role modeling in engineering education. The term role model is widely used in the literature, particularly in broadening participation. However, it is loosely defined. Both its everyday and academic use varies. This was also observed during our interviews with teachers in the discipline: there was no consensus on what a role model is nor on the meaning of adjectives used to describe a role model. Considering the benefits of role models and the need for terminology that supports a common understanding of role modeling, we have developed a vocabulary around this phenomenon. We aim to support educators by providing them with a means to reflect on different dimensions of role modeling. We define what a role model in engineering is, and what they may model: an aspect (a competency, a character attribute or an attitude) or an achievement. Main actors and types of awareness and intention of the modeling are covered, as well as how the modeling may be perceived by others. We indicate differences and overlaps with terms such as mentor. Finally, we discuss challenges due to subjectiveness: who defines the norm for what an ideal professional in engineering is?

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Section: Teachers' Experiences Of Role Modelingmentioning

confidence: 99%

Section: B Who: Main Actors In Role Modelingmentioning

confidence: 99%

Lost for Words! Defining the Language Around Role Models in Engineering Education

Grande

2018

2018 IEEE Frontiers in Education Conference (FIE)

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“…While Haveman and Wolfe see role models as individuals with a certain level of power (at least, to set norms), Gibson portrays role models simply as possible exemplars of the professional competencies and personal attributes that the emulator may need to achieve a goal [18]. This exemplification is an embodiment of certain traits or skills, that is, the role model makes concrete an idea that was abstract so that the emulator can choose to copy it [25].…”

Section: Role Modelsmentioning

confidence: 99%

“…We recorded and transcribed the interviews. The teachers were asked about how they experienced potentially being a role model for their students and about other role models for their students that the teacher may make part of their teaching [25].…”

Section: Teachers As Role Modelsmentioning

confidence: 99%

“Participating Under the Influence”: How Role Models Affect the Computing Discipline, Profession, and Student Population

Grande

Peters

Daniels

et al. 2018

2018 IEEE Frontiers in Education Conference (FIE)

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This full paper in the research track presents how individuals in computing education may have role models that represent different ways of engaging in the discipline and/or profession as a student or a professional. The study is based on two rounds of interview-based data collection at a department of computing: a longitudinal study of undergraduate students' view of the discipline, and an examination of their teachers' experiences as role models in computing education. Our results challenge traditional views of role models as those who set the norms, presenting instead role models as potentially capable of change, at different scales (including none), depending on their level of power. These role models are students, academics, and other professionals. We show that the potential of role models must be understood with respect to how engagement in computing is constructed in social interaction. Actions are suggested for relevant stakeholders to reflect on which role models are receiving more or less exposure than they should and how through these role models participation in computing can be broadened in terms of not only diverse backgrounds but also ways of engaging in computing.

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“…A phenomenographic study investigating teachers' own perspective on themselves as role models [49] shows that teachers do not only see themselves as disciplinary models, but also as embodying professional identity. They see that when teaching, they do not only transfer knowledge, but also interest in the subject, and examples (good and bad) of personal traits that can be associated with the professional identity.…”

Section: B Teachersmentioning

confidence: 99%

Why are We Here? The Educational Value Model (EVM) as a Framework to Investigate the Role of Students’ Professional Identity Development

Nylén

Daniels

Pears

et al. 2018

2018 IEEE Frontiers in Education Conference (FIE)

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Experiences of teachers in computing as role models

Cited by 8 publications

References 9 publications

Lost for Words! Defining the Language Around Role Models in Engineering Education

Lost for Words! Defining the Language Around Role Models in Engineering Education

“Participating Under the Influence”: How Role Models Affect the Computing Discipline, Profession, and Student Population

Why are We Here? The Educational Value Model (EVM) as a Framework to Investigate the Role of Students’ Professional Identity Development

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