How Does a Computer Science Professional Development Prepare Indigenous-Serving Teachers Toward Computing Integration?

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Division K - Section 03: Indigenous Teaching and Teacher Education Roundtable Session 2 (Table 11)

Abstract

Computer Science (CS) professional development has increased opportunities to broaden K12 teachers’ and students’ exposure to CS learning. However, many of Indigenous-serving teacher professional development (PD) participants were unable to facilitate in-classroom implementation without significant follow-up and support. This study aims to understand how the factors emerging from PD affected teachers’ transition to in-classroom implementation. We analyzed multiple data sources collected over three years. Through analysis of the survey answers, t-tests on teachers’ and students’ efficacy survey items, and logistic regression analysis of teachers’ activities in PD, our study indicates providing teachers with continuous mentorship and ensuring the completion of detailed lesson plans are two factors in the transition of teachers’ learning from PD to teachers’ implementations in the classroom.

Authors

• Wei Yan, Northern Arizona Unviersity

• Ashish Amresh, Northern Arizona University

• Jeffrey Hovermill, Northern Arizona University

• Paige Prescott, Computer Science Alliance