Evolving Practice: A Longitudinal Case Study of Teacher Growth Through a Computer Science Research-Practice Partnership

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Strengthening Teacher Capacity for Computer Science Integration

Abstract

As computer science education becomes critical for workforce preparation, the shortage of qualified CS teachers remains challenging. This longitudinal case study examines one elementary teacher's growth through a research-practice partnership designed to enhance CS teaching capacity. Analyzing interview data through the Interconnected Model of Professional Growth in Organizational Contexts (PGOC) (Hayes et al., 2024), we document the teacher's non-linear progression in CS knowledge and instruction. Findings reveal substantial development occurred beyond the initial implementation year, emphasizing the importance of sustained engagement. The teacher's internal motivations aligned with external validation from stakeholders, reinforcing his transformation from coding club facilitator to school-wide CS educator. This research confirms the effectiveness of RPPs combining summer professional development with ongoing classroom support.

Authors

• Nitasha Mathayas, University of Illinois at Urbana-Champaign

• Hilary Mead, University of Delaware

• Amanda Nolte, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Rosalie Rolon-Dow, University of Delaware

• Jeffrey Robert Klein, University of Delaware

• Bataul Alkhateeb, University of Delaware

• Shehneela Naz, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware