Who is Teaching Computer Science? Understanding Professional Identity of American Computer Science Teachers through a National Survey

Ni, Lijun; Tian, Yan; McKlin, Tom; Baskin, Jake

doi:10.1080/08993408.2023.2195758

Cited by 5 publications

(1 citation statement)

References 41 publications

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“…Table 1 shows the teachers' self-identification of gender, race, and ethnicity (using their words, not categories that we pre-selected); years of teaching experience (in general, in CS, and in ECS); broad descriptions of the teachers' school demographics; and the classes in which teachers implemented the e-textiles unit. Given trends of vast underrepresentation in CS education in the United States (for instance, of people of color and communities in rural areas) [13] and trends of representation amongst CS teachers themselves [55] it is important to recognize the diversity of the teachers in our study in terms of gender, race, ethnicity, teaching experience, and high school context (e.g., rural, urban, diversity of student body). Of note, we provided each teacher with enough materials to implement the entire four-project e-textiles unit with 20 students in one class.…”

Section: Participant Demographicsmentioning

confidence: 99%

Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities

Fields

Kafai

2023

Sustainability

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While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms.

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Section: Participant Demographicsmentioning

confidence: 99%