Secondary computer science teachers’ pedagogical needs

2020-08-01
Sadık, Olgun
OTTENBREIT LEFTWICH, ANNE TODD
BRUSH, THOMAS
The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in the Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
INTERNATIONAL JOURNAL OF COMPUTER SCIENCE EDUCATION IN SCHOOLS

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Citation Formats
O. Sadık, A. T. OTTENBREIT LEFTWICH, and T. BRUSH, “Secondary computer science teachers’ pedagogical needs,” INTERNATIONAL JOURNAL OF COMPUTER SCIENCE EDUCATION IN SCHOOLS, vol. 4, no. 1, pp. 33–52, 2020, Accessed: 00, 2022. [Online]. Available: https://ijcses.org/index.php/ijcses/article/view/79.