Computer Science in Secondary Schools in the UK: Ways to Empower Teachers

@inproceedings{Sentance2013ComputerSI,
  title={Computer Science in Secondary Schools in the UK: Ways to Empower Teachers},
  author={Sue Sentance and Mark Dorling and Adam McNicol},
  booktitle={ISSEP},
  year={2013}
}
The recent move towards more Computer Science in school in the UK has obvious implications for teacher education, both for in-service and pre-service teachers. In England and other parts of the UK we have seen an unprecedented rate of change in the way that curricula are changing from a focus on learning to use software applications to the introduction of Computer Science throughout primary and secondary schools. In this paper we describe some of the challenges that we have faced, the progress… 

Teachers’ perspectives on successful strategies for teaching Computing in school

With the introduction of Computing into the school curriculum in England, experienced teachers are having to teach it for the first time. This raises a number of questions, including whether teachers

Master Teachers in Computing: What have we achieved?

TLDR
This paper describes how two cohorts of Master Teachers in two successive years are trained to deliver continual professional development (CPD) peer-to-peer, with both groups well placed to start their CPD delivery.

The network of teaching excellence in computer science and master teachers

TLDR
The impact of the first full year of the Network of Teaching Excellence in Computer Science in England on the computer science subject knowledge of teachers who have worked with Master Teachers is described.

Professional Recognition Matters: Certification for In-service Computer Science Teachers

TLDR
The innovative design of this national certification and the experience over the last two years of its implementation are described; it is not aware of any similar scheme to offer professional recognition to in-service K-12 computer science teachers.

Computing in the curriculum: Challenges and strategies from a teacher’s perspective

TLDR
A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies and five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks.

’ s repository of research publications and other research outputs Master Teachers in Computing : what have we achieved ? Conference Item

Recent changes to the teaching of Computing in all schools in England have been profound and wide-ranging, changing the subject from one focussed on the use of ICT products to one focussed on the

A 21st Century Teaching and Learning Approach to Computer Science Education: Teacher Reactions

TLDR
A pilot study to evaluate its use for teacher Continuing Professional Development in Computer Science using the Bridge21 model indicates that teachers’ initial reactions towards the programme were positive and that teachers intend to use the model in their classroom.

Computing in School in the UK & Ireland: A Comparative Study

Many countries have increased their focus on computing in primary and secondary education in recent years and the UK and Ireland are no exception. The four nations of the UK have distinct and

Off to new shores: preparing primary school teachers for teaching algorithmics and programming

TLDR
The structure and contents of an in-service professional development workshop for primary school teachers without any previous knowledge in computer science (CS) as well as first results of the pilot run with 40 teachers are described.

Understanding professional learning for Computing teachers from the perspective of situated learning

TLDR
It is described here how Computing At School draws on situated learning theory to contribute to the development of Computing in the curriculum, evidencing both the journey and lessons learned.

References

SHOWING 1-10 OF 30 REFERENCES

Computer science at school/CS teacher education: Koli working-group report on CS at school

TLDR
The results of the study showed a number of recurrent themes and patterns such as curriculum difficulties, training and support for teachers, as well as the understanding and relevance of computer science.

Computing at school: stimulating computing education in the UK

TLDR
The goal of CAS is to put the excitement back into Computing at school, as well as to influence Computing education policy in the UK, especially improving the wider perception of the discipline and its position within the STEM subject area.

Looking at Secondary Teacher Preparation Through the Lens of Computer Science

TLDR
The body of research on teacher education in other disciplines, especially in mathematics and science, is examined to shed light on important challenges for CS teacher education and draw some initial conclusions regarding CS teacher preparation programs.

Who AM I?: understanding high school computer science teachers' professional identity

TLDR
The findings indicate that current HS teachers teaching CS courses do not necessarily identify themselves as CS teachers, and teachers have different perceptions related to CS teaching.

The lost promise of teacher professional development in England

This paper explores three influences on the effectiveness of teacher professional development for improving schools – the individual teacher, the learning activities in which teachers participate and

The CS10K project: mobilizing the community to transform high school computing

The CS10K project is a large-scale, collaborative project bringing together stakeholders from wide-ranging constituencies with the goal of systematically changing the scale, curriculum, and pedagogy

Teachers’ continuing professional development: contested concepts, understandings and models

Teachers’ continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted

Computing at school: an emergent community of practice for a re-emergent subject

The Computing at School (CAS) working group was formed in 2009 as a grassroots organisation with members drawn from schools, higher education and the computing industry. Their concern was the drop in

Professional Development and Teacher Change

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the

The Evolution of Peer Coaching

Fifteen years have passed since we first proposed peer coaching as an on-site dimension of staff development (Joyce and Showers 1980). In the 1970s, evaluations of staff development that focused on