Benefits of Expanded Mentorship in a Community of Practice Model for Computational Thinking Professional Development

• In Event: Teacher Knowledge, Learning, and Education in the Learning Sciences

Abstract

Modeling a community of practice (CoP), we designed a Science Teacher Computational Thinking Inquiry Group, or STIGCT, to bring together in-service teachers, pre-service teachers, and researchers to collaborate around integrating computational thinking (CT) practices into elementary-level, inquiry-based, science lessons. Through qualitative video analysis of participants building CT-infused science lesson drafts, we determined our STIGCT design resulted in four benefits: expanded mentorship, seeking and sharing experience, mapping knowledge and identifying gaps, and easing classroom integration. Here we focus our discussion on expanded mentorship as facilitated by this CoP-based STIGCT structure. CT educators will find our presentation of particular interest. In addition, we feel this work is of value to educators interested in designing collaborative learning environments for pre-service and in-service teachers.

Authors

• Heather Killen, University of Maryland - College Park

• Merijke Coenraad, University of Maryland - College Park

• Virginia Byrne, Morgan State University

• Lautaro Cabrera, University of Maryland - College Park

• Diane Jass Ketelhut, University of Maryland - College Park

• Jandelyn Plane, University of Maryland - College Park