STEM Teachers' Experience in Data Science and Cybersecurity Professional Development: Peer Tutoring as a Pedagogical Approach

• In Event: New Developments in Cooperative Learning

Abstract

We explored the effects of peer-tutoring approach in STEM teacher professional development in data science and cybersecurity (DSC) at a public university in western Texas. Peer tutoring was the main method in this exploration. Two female and seven male K-12 STEM teachers were selected to participate in an intensive six-week synchronous training via zoom. Data sources included observations on teachers’ synchronous interactions, and teachers’ reflexivity sessions and journal entries. Findings highlighted the importance of peer tutoring activities in developing and transforming in-service teachers’ technological, content and pedagogical knowledge, skills and teaching disposition to introduce DSC concepts to culturally and linguistically diverse students at K-12 levels.

Authors

• Loi Quoc Le, Texas Tech University

• Faith Maina, Texas Tech University

• Julie Smit, Texas Tech University

• Joseph Mbogo Wairungu, Texas Tech University

• Yujuan Shi, Texas Tech University