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|Title:||Teacher Learning of Novel Computer Science Concepts and Practices: A Collaborative and Expansive Approach|
Lee, Victor R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Stephens, C., Lee, V. R., Clarke-Midura, J., & Recker, M. (2021). Teacher Learning of Novel Computer Science Concepts and Practices: A Collaborative and Expansive Approach. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 243-250). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This paper presents findings from a study of elementary teachers participating in professional development (PD) developed to accompany a novel computer science instructional unit. This 7-lesson unit introduces students to programming concepts by having students first play an “unplugged” tabletop board game and then create game levels in Scratch. The PD sessions were structured as a set of participatory routines where the previous week's lesson was reviewed, the upcoming lesson was modeled, and then adaptations to it were discussed. Teacher discourse analyses during PD revealed three kinds of sense-making episodes (reflections, connections, suggestions). Analyses also showed that connection and suggestion episodes were frequently grounded in the board game, matching the intent of the instructional approach for supporting teacher learning. Finally, a majority of the suggestions made by teachers during PD were used during subsequent classroom enactments, indicating teachers’ reliance on each other despite their collective lack of experience teaching this content.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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