Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community

Goode, Joanna; Peterson, Kirsten; Malyn-Smith, Joyce; Chapman, Gail

doi:10.1109/mcse.2020.2989622

Cited by 28 publications

(5 citation statements)

References 8 publications

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“…It can be considered that relevant research has been increasing in recent years. Goode et al [11] analyzed the professional quality of higher vocational teachers into three dimensions: "professional quality," "professional quality," and "modern quality," including the progressiveness of professional ideas, the rationality of professional knowledge, the professionalism of professional skills, and the sustainability of professional development. This study emphasizes the "sustainability of professional development" of teachers, which can be considered to confirm the dynamics of teachers' professional quality.…”

Section: Related Workmentioning

confidence: 99%

The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning

Yang

2022

Advances in Multimedia

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As a significant part of national education, the quality and ability of college teachers determine the level and height of the connotation growth of higher education in China. With the advent of the 21st century, society has entered a new stage of rapid development of knowledge economy. Promoting the coordinated and sustainable development of human and natural society has become an important topic of social research. The great rejuvenation of the nation and the progress of society all show the demand for high-quality talents. As an important base for cultivating high-quality talents, colleges and universities must shoulder the mission entrusted by the state. The cultivation of high-quality talents requires not only scientific educational guiding ideology but also a set of student comprehensive quality evaluation index system to evaluate students' comprehensive quality. Colleges and universities must reform the comprehensive evaluation system of teachers' quality, clarify the objectives of the comprehensive evaluation of teachers' quality, reasonably set the evaluation content, use the correct evaluation means, mobilize the enthusiasm of teachers, promote the construction of teachers' team, and improve the competitiveness of colleges and universities according to the laws of education and teaching and the professional characteristics of teachers. This paper adopts the method of deep learning to evaluate the comprehensive quality of teachers, and the corresponding complete evaluation system of teachers' comprehensive quality is gradually formed. Judging from the actual situation of the reasonable evaluation of college teachers, the evaluation of teachers' psychological quality, teaching curriculum quality, and ideological and moral quality with the help of this system can provide a good guarantee for the continuous optimization and improvement of teachers. At the same time, it can play an important and positive role in the continuous improvement of teachers and the innovation and development of classroom teaching. Based on this, it is necessary to discuss the construction of the comprehensive quality evaluation system of college teachers.

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Section: Related Workmentioning

confidence: 99%

The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning

Yang

2022

Advances in Multimedia

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“…With the dawn of the new era, college teachers' professional literacy becomes increasingly diverse and complex. The PD of college teachers is significantly affected by their teaching and scientific research (TSR) ability [10][11][12][13][14][15][16]. College teachers must have an educational concept compatible with the reform and development of higher education, boast good classroom teaching ability and TSR ability, and support PD with these abilities [17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Correlations Between Teaching and Scientific Research Ability and Professional Development of College Teachers

Zhou¹

2022

Int. J. Emerg. Technol. Learn.

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In the new era, the professional development (PD) of college teachers is significantly affected by their teaching and scientific research (TSR) ability. With a high TSR ability, teachers can enhance their professional literacy, explore the student behaviors in teaching practice, and optimize and improve the teaching mode. The research of college teachers’ TSR ability has just started, lacking systematic, in-depth exploration. There is no report on the TSR subjects, or the effect of TSR ability on PD, not to mention empirical analysis of the correlations between TSR ability and PD. Therefore, this paper probes into the correlations between the TSR ability and PD of college teachers. Firstly, the data correlation principles were introduced for TSR ability and PD of college teachers, and an evaluation index system (EIS) was established for college teachers’ TSR ability. Then, the scores of college teachers’ TSR ability in a region were associated with the scores of college teachers’ PD. On this basis, the nearest neighbor algorithm and the joint compatibility branch and bound (JCBB) algorithm were combined to derive an improved index data correlation model. Through experiments, the proposed model was proved effective, and the regional analysis results were obtained.

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“…Third, the majority of computer science teachers are often isolated without other computer science teachers within the same school to share their teaching experiences and practice [18,43].…”

Section: Challenges For Building Computer Science Teacher Identitymentioning

confidence: 99%

“…Some teachers were not confident, and many of them were isolated and did not feel a sense of belonging as a computer science teacher [32]. More recent efforts have focused on creating computer science teacher communities, or fostering professional learning communities addressing the issue of teacher isolation [11,18,30,37]. This study is a collaborative effort with CSTA to create mechanisms to understand the needs of and support those who teach computer science.…”

Section: Research Aimsmentioning

confidence: 99%

Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey

McKlin²,

Hao

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

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Motivation: Recent efforts to expand K-12 computer science education highlight the great need for well-prepared computer science (CS) teachers. Teacher identity theory offers a particular conceptual lens for us to understand computer science teacher preparation and professional development. The emerging literature suggests that teacher identity is central to sustaining motivation, efficacy, job satisfaction, and commitment, and these attributes are crucial in determining teacher retention. While the benefits associated with a strong sense of teacher identity are great, teachers face unique challenges and tensions in developing their professional identity for teaching computer science.Objectives: This exploratory study attempts to operationalize computer science teacher identity through discussing the potential domains, proposing and testing a quantitative instrument for assessing computer science teachers' professional identity.Method: We first discussed the potential domains of computer science teacher identity based on recent teacher identity literature and considerations on some unique challenges for computer science teachers. Then we proposed the computer science teacher identity scale, which was piloted through a national K-12 computer science teacher survey with 3,540 completed responses. The survey results were analyzed with a series of factor analyses to test the internal structure of the computer science teacher identity scale.Results: Our analyses reveal a four-factor solution for the computer science teacher identity scale, which is composed of CS teaching commitment, CS pedagogical confidence, confidence to engage students, and sense of community/belonging. There were significant differences among the teachers with different computer science teaching experiences. In general, teachers with more computer science teaching experience had higher computer science teacher identity scores on all four factors.

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Online Professional Development for High School Computer Science Teachers: Features That Support an Equity-Based Professional Learning Community

Cited by 28 publications

References 8 publications

The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning

The Modeling of Comprehensive Evaluation System of College Teachers’ Professional Quality Based on Deep Learning

Correlations Between Teaching and Scientific Research Ability and Professional Development of College Teachers

Understanding Professional Identity of Computer Science Teachers: Design of the Computer Science Teacher Identity Survey

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