What Support Is Needed? Computer Science Teachers' Problems of Practice

• In Event: Co-Constructing Systemic Support for Sustaining Humanizing and Inclusive Computer Science Teacher Education

Abstract

Objectives:
Both teachers and researchers are interested in supporting academic achievement for all students, but the gulf between them can be wide (Wanzer, 2019). Educational research identifies answerable questions, but often does not address the problems K-12 teachers identify as important or in formats teachers can apply to their practices and unique contexts (Hod et al, 2018; Korthagen, 2010; Penuel et al., 2017). Due in part to the emerging nature of computer science education, little research exists on the lived experiences of primary and secondary instructors who teach computer science (CS) or computational thinking (CT) (Sadik et al, 2020, Yadav et al, 2016). Prior attempts to identify priorities for CS education researchers have not focused on K-12 contexts (Denny et al., 2019) or have been focused on narrow contexts (e.g., Fancsali et al., 2021). This qualitative study answers the research question, “what problems of practice do K-12 teachers face when teaching CS/CT?”

Perspective:
Thoroughly identifying and understanding teachers’ problems of practice is a critical first step to addressing them (Mintrop & Zumpe, 2019). RPPs are effective at identifying local problems (e.g. Wille et al., 2017, Gretter et al., 2019), but no existing study identifies problems across varied contexts.

Methods/Data:
To answer our research question, we conducted a qualitative study using an open-ended questionnaire. 394 CS/CT teachers from 34 countries responded to an open-ended prompt asking for problems related to teaching CS. The data was analyzed using descriptive first-round coding and focused second-round coding. Validity was established through collaborative coding (Smagorinsky, 2008; Syet & Nelson, 2015).

Results/Findings:
Locus of Control emerged inductively during first round coding as an appropriate theoretical framework (Rotter, 1990). Analysis identified seven top-level codes and four sub-codes in the ‘teacher-centered problems’ theme, such as “Lack of knowledge or ability” and “Differentiation.” ‘Teacher-Adjacent problems’ contained ten top-level codes and three sub-codes, including “Lack of resources” and “Nature of CS.” The seven top-level and 13 sub-codes in ‘Student-centered problems’ were psychological, behavioral, and identity-focused. Four top-level ‘Student-adjacent problems’ included family support and lack of internet. An ‘other’ theme included codes for COVID-19, no problems, and solutions. Many topics crossed themes. For example, diversity was identified as a student-centric problem when students had varied experience or motivation, as a teacher-centered problem to differentiate instruction, and as a teacher-adjacent problem when administrators assign students to class without intention.

Scholarly Significance:
This paper is a first step towards helping researchers understand the needs of K-12 CS teachers. It is part of an effort to abate the researcher-teacher gap (de Jong, 2004; Denny et al., 2019). Through the use of an international survey, a broader set of problems can be identified than through closer and deeper interactions.

Conference theme:
In order to conduct consequential educational research, researchers must attend to the truth of teacher and student lived experiences. To make meaningful change, researchers must address the true problems that teachers face, which begins with identifying those problems.

Author

• Michelle Friend, University of Nebraska - Omaha
  Presenting Author