How Co-Teaching Shapes High School Computer Science Teachers’ Content Knowledge and Self-Efficacy: A Multi-Case Study

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Engagement in Computer Science Education: The Role of Peer Mentoring and Teacher Professional Development (Table 9)

Abstract

Despite efforts to expand access to computer science education in the U.S., challenges in recruiting prepared CS teachers and providing sufficient professional development persist. This study examines whether a co-teaching model, with an experienced university instructor co-teaching Advanced Placement Computer Science Principles courses, can enhance novice CS teachers' self-efficacy and content knowledge. Using a quantitative approach, this research employed pre- and post-measures, including content knowledge tests and self-efficacy surveys. Results indicate minor improvements in content knowledge and mixed changes in self-efficacy, highlighting the need for ongoing, multi-faceted professional development. Findings suggest future research should integrate professional development, combining co-teaching with peer learning, independent study, and understanding teachers' cultural contexts for sustainable improvements in CS education.

Authors

• Hyein Jee, Michigan State University

• Michael L. Lachney, Michigan State University

• Aman Yadav, Michigan State University

• Richard Hill, University of Detroit Mercy

• Andrew Lapentina, University of Detroit Mercy