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Analyzing the Impact of Teacher Perceptions of Computer Science on Computer Science Certification Success

Fri, April 28, 8:15 to 10:15am, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 221 C

Abstract

In 2014-15, only 14 individuals completed a CS teacher certification program in Texas (Texas Education Agency, 2016a) and only 2% of Texas graduates took a CS course in high school (TEA, 2016b) . Surveys of school leadership indicate a primary factor in the lack of access to computer science is the lack of certified teachers. This research examines the factors that influence teachers’ decisions to seek professional development and certification in CS. Specifically, what factors motivate current non-CS teachers to learn and teach CS themselves? How do teachers’ perceptions of the purpose of CS education influence their interest in teaching CS?

Research participants are teachers who are currently certified in a subject other than CS and who have self-selected to participate in professional development to help them become certified. Participants enrolled in a free, six-week, online course in the summer of 2016 to help prepare them for the rigorous state CS teacher certification exam. Over 1,000 teachers enrolled. Participant surveys are being conducted to determine the motivational factors that influenced teachers’ desire to teach CS. Factors such as economic incentives (Texas teachers can receive a $1,000 one-time stipend if they get CS certified), personal and professional growth, teacher autonomy, school/principal demands, community/student demands, social equity concerns, and preparing students for job opportunities are examined.

This research is grounded in part in motivational theories that are counterintuitive to the traditional, behaviorist notion that extrinsic rewards such as money are the most effective way to incentivize behaviors that we desire. We examine how other factors, such as autonomy, mastery, and purpose (Amabile & Kramer, 2010; Deci & Flaste, 1996) influence teacher’s desire to invest the time and effort to become CS certified and teach CS. Recent research from Watt and Richardson (2007, 2008) explores the social, intrinsic and extrinsic factors that motivate teachers to choose teaching as a career, but specific factors that uniquely influence CS teacher motivation have not been thoroughly examined.

This research has implications for both Texas and the national effort to realize the vision of CS for All. By identifying the most influential factors that motivate teachers to up-skill and take on the challenge of teaching CS for the first time, these insights can assist policymakers and professional development providers in creating programs that are effective at recruiting and training current teachers from other fields to become CS teachers. Examining teacher perceptions about the purpose of teaching CS and the relationship between those perceptions and successful completion of certification can also shed light on the most effective strategies for increasing access to CS for all students. Given the competition between employers (not enough CS grads to fill positions), higher education (not enough CS professors) and K-12 (not enough CS graduates becoming CS teachers), designing programs that target existing teachers may be the most effective way to quickly scale up the number of teachers who are qualified to teach CS in American high schools and improve access to CS for a more diverse audience of students.

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