Supporting Computer Science Teacher Education Pathway Development Through a Community of Practice: Insights from Stakeholders

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: AI Literacies in Teacher Education: Frameworks, Practices, and Ethical Engagement

Abstract

This study investigated the support structures and needs of stakeholders involved in a national program focused on building computer science (CS) teacher education pathways in the United States. As CS becomes a foundational K–12 literacy, many states face significant challenges in teacher preparation. Drawing on focus group data from 10 university teams participating in a program focusing on community of practice, this exploratory study identified key support activities—such as networking, work time, and access to exemplars—as well as gaps in resources, feedback, and contextual guidance. Findings offered actionable insights for improving CS teacher education through tailored professional learning, centralized resources, and strategic collaboration. The study also contributes to design implications for sustainable CS teacher education pathway development.

Authors

• Yin-Chan Janet Liao, Georgia State University

• Ijeoma Mbaezue, Georgia State University

• Erin Anderson, Georgia State University

• Jennifer Rosato, University of Minnesota

• Michelle Friend, University of Nebraska - Omaha