Belonging at the Boundaries: Becoming an Elementary Computer Science Teacher through Curricular Co-Design

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

Elementary STEM teachers often face challenges teaching computer science (CS), including limited CS knowledge, a lack of belonging in the broader CS education community, and minimal institutional support. This paper reports on a pilot study from a developing research-practice partnership (RPP). Through co-design, the RPP supported teachers in becoming elementary computer science educators and building curriculum resources for a district CS learning progression. We introduce the construct of belonging infrastructure to describe how structured collaboration, professional learning routines, and co-developed tools created an environment for teachers to participate meaningfully as partners in the RPP. We position belonging as both an individual experience and a designable feature of collaborative spaces that center meaningful teacher participation and agency.

Authors

• Gregory Benedis-Grab, University of Colorado - Boulder

• Alexandra Gendreau Chakarov, Colorado School of Mines