research-article

Solve This! K-12 CS Education Teachers’ Problems of Practice

Authors:

Michelle Friend,

Monica Mcgill,

Anni ReinkingAuthors Info & Claims

Koli Calling '22: Proceedings of the 22nd Koli Calling International Conference on Computing Education Research

Article No.: 8, Pages 1 - 13

https://doi.org/10.1145/3564721.3564738

Published: 17 November 2022 Publication History

Get Access

Abstract

Problem. Educational research identifies answerable questions, but often does not address the problems K-12 teachers identify as important. Further, academic research findings can be difficult for teachers to apply to their practices and unique contexts. Currently, little research exists on the lived experiences of primary and secondary instructors who teach computer science (CS) or computational thinking (CT) and also on the specific problems of practice teachers face when teaching CS.

Research Question. What problems of practice do K-12 teachers face when teaching CS/CT?

Method. Data for this qualitative study was collected using an online questionnaire distributed to teachers internationally. CS/CT teachers responded to an open-ended prompt asking for problems related to teaching CS. The data was analyzed using descriptive first-round coding and focused second-round coding. Validity was established through collaborative coding. Analysis was theorized using locus of control.

Findings. Problems with students encompassed behavioral, cognitive, and attitudinal issues, as well as lack of home support or resources. Teachers identified many problems of policy notably stemming from lack of resources or support from administrators. A smaller number of challenges, such as lack of content knowledge, were situated within teachers themselves. While some problems such as student motivation are general, a number of responses identified unique challenges in CS education compared to other disciplines.

Implications. Identifying problems faced by teachers can guide professional development offerings, help researchers develop studies that would result in meaningful improvement to CS education, and suggest policy decisions which would result in better outcomes for students.

References

[1]

Tehreem Anwar, Arturo Jimenez, Arsalan Bin Najeeb, Bishakha Upadhyaya, and Monica M McGill. 2020. Exploring the Enacted Computing Curriculum in K-12 Schools in South Asia: Bangladesh, Nepal, Pakistan, and Sri Lanka. In Proceedings of the 2020 ACM Conference on International Computing Education Research. 79–90.

Abstract

References

Cited By

Index Terms

Recommendations

Working Together to Provide Equitable CS K-12 Educator Professional Development at Scale: (Abstract Only)

Defining Concepts, Practices, and Standards for K-12 CS (Abstract Only)

K-12 Teachers Experiences with Computing: A Case Study

Comments

Information

Published In

Publisher

Publication History

Permissions

Check for updates

Author Tags

Qualifiers

Funding Sources

Conference

Acceptance Rates

Contributors

Other Metrics

Bibliometrics

Article Metrics

Other Metrics

Citations

Cited By

Get Access

Login options

Full Access

View options

PDF

eReader

HTML Format

Figures

Other

Share

Share this Publication link

Share on social media

Affiliations