Teachers’ Knowledge and Beliefs of CS Teaching Standards After Professional Development in Culturally Relevant Computing

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Empowering Teachers Through Professional Development: Co-Teaching Success, Science Standards, and Culturally Relevant Computing (Table 9)

Abstract

Various Computer Science (CS) education initiatives emphasize culturally relevant, responsive, and/or sustaining pedagogy. These initiatives aim to improve CS education while promoting diversity and inclusion. Despite their promise for students, little is known about how teachers respond to such complex initiatives. To learn more about the teacher perspective, data were collected from teachers (n = 96) participating in relevant professional development workshops. Using a pre-post survey design, results revealed participation in the workshops increased participants’ knowledge and belief perceptions regarding CS standards for teachers. These increases were statistically significant and held regardless of years of experience. Such findings may help the field understand the various roles teachers play in designing and implementing culturally relevant, responsive, and/or sustaining CS pedagogy.

Authors

• Daniel L. Hoffman, University of Hawai‘i at Manoa

• Seungoh Paek, University of Hawai‘i at Manoa

• Peter Leong, University of Hawai‘i at Manoa

• Rochelle Piʻilani Kaaloa, University of Hawai‘i at Manoa