Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector

Autor/in	Allison, Jordan
Titel	Classifying the Characteristics of Effective Continuing Professional Development (CPD) for Computer Science Teachers in the 16-18 Sector
Quelle	In: ACM Transactions on Computing Education, 23 (2023) 2, Artikel 26 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allison, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Faculty Development; Computer Science Education; Teacher Competencies; College Faculty; Program Effectiveness; Knowledge Base for Teaching; Self Efficacy; Feedback (Response); Communities of Practice; Teacher Collaboration; Knowledge Level; College Role; Learning Activities + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lehrkunst; Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Self-efficacy; Selbstwirksamkeit; Community; Lehrerkooperation; Wissensbasis; Lernaktivität
Abstract	As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation of existing literature and the qualitative analysis of interviews with 32 employees from 13 English colleges (n = 14 computer science lecturers, 10 course leaders, and 8 members of senior leadership) this article answers the following question: 'What are the characteristics of effective continuing professional development for computer science teachers in the 16-18 sector?' Existing literature indicates how CPD benefits from: (1) knowledge development and application to classroom teaching; (2) self-efficacy development and measurement; (3) observation, feedback and reflection; (4) collaboration and communities of practice; (5) sufficient time; and (6) institution support. Meanwhile, the thematic analysis of interview data led to the creation of five overarching themes: (1) computer science CPD should address various knowledge domains; (2) CPD requires institutional support; (3) CPD should be engaging; (4) computer science CPD should involve a combination of activities; and (5) CPD should be measurable. This qualitative article also presents interview excerpts and contributes to computing education research and practice by presenting a set of thirty guidelines which outlines the characteristics of effective CPD in the context of computer science teachers in the 16-18 sector. These guidelines could be beneficial for both CPD providers and educators in ensuring CPD opportunities are designed more effectively, and with an understanding of both parties' needs. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01