Building Identity in Computer Science Education: A Research-Practice Partnership Approach to Empowering Appalachian Educators

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Computer Science Education: Identity, Access, and Preparation (Table 8)

Abstract

This paper explores the development of educator identity in computer science conducted through long-term professional development as part of an ongoing research-practice partnership. This partnership affords educators, their students, and communities access to emerging CS and STEM resources. Results from preliminary qualitative thematic analyses of interview and survey data found four emerging themes: value and importance of CS, teachers’ roles in students’ learning of CS, the relevance of CS, and CS as a vehicle for future success. Preliminary analysis revealed key insights into how educators' perceptions of their identity and capabilities evolve through the partnership. This work contributes to the on-going dialogue surrounding access to computer science education and examines the intersection of educator voice and identity in computer science.

Authors

• Hannah Rae Thompson, Texas A&M University

• Amy Maples, University of Tennessee

• Chulin Chen, University of Tennessee

• Bethany Parker, University of Tennessee

• Lynn L. Hodge, University of Tennessee