Understanding the Development of CS Teacher Identity in a Year-Long Education Program

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 1
  In Roundtable Session: Teaching in the Digital Commons: Care, Community, and Resistance

Abstract

As computer science (CS) education expands across K–12 schools, teacher identity is crucial for maintaining effective CS instruction. This study explored how 19 in-service teachers developed their CS teacher identity through a year-long CS pedagogy course within a graduate certificate program. Using a CS teacher identity framework, researchers analyzed participants’ autobiographical reflections submitted at the beginning and end of the program. Findings revealed that elementary and secondary teachers followed different identity trajectories. Although elementary and secondary teachers reported different levels of confidence in teaching CS, both groups developed specific interests and detailed strategies to improve their teaching, aiming to teach CS effectively. This study offers insights into creating relevant professional development to support inservice teachers.

Authors

• Meize Guo, University of Florida

• Andrew Bennett, University of Florida

• Shan Zhang, University of Florida

• Maya Israel, University of Florida