Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 30-53 |
| Number of pages | 24 |
| Journal | Computer Science Education |
| Volume | 27 |
| Issue number | 1 |
| Early online date | 21 Apr 2017 |
| DOIs | |
| Publication status | Published - 2017 |
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An evaluation of a professional learning network for computer science teachers. / Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie.
In: Computer Science Education, Vol. 27, No. 1, 2017, p. 30-53.Research output: Contribution to journal › Article
TY - JOUR
T1 - An evaluation of a professional learning network for computer science teachers
AU - Cutts, Quintin
AU - Robertson, Judy
AU - Donaldson, Peter
AU - O'Donnell, Laurie
PY - 2017
Y1 - 2017
N2 - This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices.
AB - This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices.
U2 - 10.1080/08993408.2017.1315958
DO - 10.1080/08993408.2017.1315958
M3 - Article
VL - 27
SP - 30
EP - 53
JO - Computer Science Education
JF - Computer Science Education
SN - 0899-3408
IS - 1
ER -