284
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Who is Teaching Computer Science? Understanding Professional Identity of American Computer Science Teachers through a National Survey

, , &
Pages 285-309 | Received 07 Jul 2022, Accepted 23 Mar 2023, Published online: 29 Mar 2023

References

  • Armoni, M., Ericson, B., Gal-Ezer, J., Seehorn, D., Stephenson, C., & Trees, F. (2008). Ensuring exemplary teaching in an essential discipline: Addressing the crisis in computer science teacher certification - final report of the CSTA teacher certification task force. ACM Press.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
  • Beauchamp, C., Thomas, L., Beijaard, D., Meijer, P. C., Verloop, N., Clandinin, D. J., Connelly, F. M., Connelly, F. M., Clandinin, D. J., & Izadinia, M. (2017). Learning teacher identity in teacher education. In D. J. Clandinin & J. Jusu (Eds.), The SAGE handbook of research on teacher education (pp. 139–142). Sage Publishing.
  • Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1–6. https://doi.org/10.1080/13540602.2019.1542871
  • Beijaard, D., & Meijer, P. C. (2017). Developing the personal and professional in making a teacher identity. In D. J. Clandinin & J. Jusu (Eds.), The SAGE handbook of research on teacher education (pp. 177–192). Sage Publishing.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
  • Bergman, L. R., & El‐khouri, B. M. (1999). Studying individual patterns of development using I‐states as objects analysis (ISOA). Biometrical Journal: Journal of Mathematical Methods in Biosciences, 41(6), 753–770. https://doi.org/10.1002/(SICI)1521-4036(199910)41:6<753:AID-BIMJ753>3.0.CO;2-K
  • Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness, 1(4), 289–328. https://doi.org/10.1080/19345740802400072
  • Center, K., & Computer Science Teachers Association. (2021). The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey. Retrieved from https://csteachers.org/documents/en-us/e1d6ac1e-3ae1-4ac1-983d-aaffdacd03c1/1/. Accessed January 5, 2022.
  • Chan, W. Y., Lau, S., Nie, Y., Lim, S., & Hogan, D. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597–630. https://doi.org/10.3102/0002831208318259
  • Cherrington, S. (2017). Developing teacher identity through situated cognition approaches to teacher education. In D. J. Clandinin & J. Jusu (Eds.), The SAGE handbook of research on teacher education (pp. 160–177). Sage Publishing.
  • Code.org, CSTA, & ECEP Alliance. (2021) 2021 state of computer science education: Accelerating action through advocacy. Retrieved from https://advocacy.code.org/stateofcs. Accessed January 4, 2022
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Computer Science Teachers Association. (2020). Standards for computer science teachers. Retrieved from https://csteachers.org/teacherstandards. Accessed January 4, 2022
  • Cutts, Q., Robertson, J., Donaldson, P., & O’donnell, L. (2017). An evaluation of a professional learning network for computer science teachers. Computer Science Education, 27(1), 30–53. https://doi.org/10.1080/08993408.2017.1315958
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316
  • Everson, J., & Ko, A. J. (2022). “I would be afraid to be a bad CS teacher”: Factors influencing participation in pre-service secondary CS teacher education. In Proceedings of the 2022 ACM Conference on International Computing Education Research (ICER ’21), Lugano and Virtual Event, Switzerland (pp. 237–246).
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219–232. https://doi.org/10.1016/j.tate.2005.09.002
  • Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2020). Online professional development for high school computer science teachers: Features that support an equity-based professional learning community. Computing in Science & Engineering, 22(5), 51–59. https://doi.org/10.1109/MCSE.2020.2989622
  • Goode, J., Skorodinsky, M., Hubbard, J., & Hook, J. (2020). Computer science for equity: Teacher education, agency, and statewide reform. Frontiers in Education, 4, 162. https://doi.org/10.3389/feduc.2019.00162
  • Große-Bölting, G., Gerstenberger, D., Gildehaus, L., Mühling, A., & Schulte, C. (2021, August). Identity in K-12 computer education research: A systematic literature review. In A. J. Ko, J. Vahrenhold, R. McCauley, & M. Hauswirth (Eds.), Proceedings of the 17th ACM Conference on International Computing Education Research, Virtual Event, USA (pp. 169–183). Association for Computing Machinery.
  • Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
  • Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64.
  • Hedges, L. V., & Hedberg, E. C. (2007). Intraclass correlation values for planning group-randomized trials in education. Educational Evaluation and Policy Analysis, 29(1), 60–87. https://doi.org/10.3102/0162373707299706
  • Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6(2), 65–70.
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
  • Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84–89. https://doi.org/10.1080/02607476.2017.1251111
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614
  • Kapoor, A., & Gardner McCune, C. (2019). Understanding CS undergraduate students’ professional identity through the lens of their professional development. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland UK (pp. 9–15).
  • Kapor Center, & Computer Science Teachers Association. (2021). The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey. Retrieved from https://csteachers.org/documents/en-us/e1d6ac1e-3ae1-4ac1-983d-aaffdacd03c1/1/. Accessed January 5, 2022.
  • Kirk, R. E. (1996). Practical significance: A concept whose time has come. Educational and Psychological Measurement, 56, 746–759. https://doi.org/10.1177/0013164496056005002
  • Koshy, S., Twarek, B., Bashir, D., Glass, S., Goins, R., Cruz Novohatski, L., & Scott, A. (2022). Moving towards a vision of equitable computer science: Results of a landscape survey of PreK-12 CS teachers in the United States. Retrieved from: https://landscape.csteachers.org.
  • Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher, 49(4), 241–253. https://doi.org/10.3102/0013189X20912798
  • Mahadeo, J., Hazari, Z., & Potvin, G. (2020). Developing a computing identity framework: Understanding computer science and information technology career choice. ACM Transactions on Computing Education, 20(1), 1–14. https://doi.org/10.1145/3365571
  • McCartney, R., & Sanders, K.(2015). School/Work: Development of computing students’ professional identity at university. In Proceedings of the 11th ACM Conference on International Computing Education Research (ICER ’15), 151–159. https://doi.org/10.1145/2787622.2787732.
  • Menekse, M. (2015). Computer science teacher professional development in the United States: A review of studies published between 2004 and 2014. Computer Science Education, 25(4), 325–350. https://doi.org/10.1080/08993408.2015.1111645
  • Nias, J. (2002). Primary teachers talking: A study of teaching as work. Routledge.
  • Ni, L., Bausch, G., & Benjamin, R. (2021). Computer science teacher professional development and professional learning communities: A review of the research literature. Computer Science Education, 1–32. https://doi.org/10.1080/08993408.2021.1993666
  • Ni, L., & Guzdial, M. (2012). Who am I? understanding high school computer science teachers’ professional identity. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, Memphis, Tennessee, USA (pp. 499–504).
  • Ni, L., McKlin, T., Han, H., Baskin, J., Bohrer, J., & Tian, Y. (2021). Assessing professional identity of computer science teachers: Design of the computer science teacher identity survey. In Proceedings of the 17th ACM Conference on International Computing Education Research (ICER ’21), Virtual Event, USA (pp. 281–293).
  • Owens, S. J. (2015). Georgia’s teacher dropout crisis. Retrieved from https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Teacher%20Survey%20Results.pdf. Accessed October 21, 2022.
  • Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). Routledge.
  • Rodriguez, S. L., & Lehman, K. (2017). Developing the next generation of diverse computer scientists: The need for enhanced, intersectional computing identity theory. Computer Science Education, 27(3–4), 229–247. https://doi.org/10.1080/08993408.2018.1457899
  • Ryoo, J. G., Margolis, J., & Margolis, J. (2015). It takes a village: Supporting inquiry-and equity-oriented computer science pedagogy through a professional learning community. Computer Science Education, 25(4), 350–370. https://doi.org/10.1080/08993408.2015.1130952
  • Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
  • Schaefer, L. (2013). Beginning teacher attrition: A question of identity making and identity shifting. Teachers and Teaching, 19(3), 260–274. https://doi.org/10.1080/13540602.2012.754159
  • Sentance, S., & Humphreys, S. (2018). Understanding professional learning for Computing teachers from the perspective of situated learning. Computer Science Education, 28(4), 345–370. https://doi.org/10.1080/08993408.2018.1525233
  • Stewart, K. O., & Rotheram-Fuller, E. (2021). Beginning teacher support model: elementary teachers’ resilience and retention in arizona. International Journal of Modern Education Studies, 5(1), 50–74. https://doi.org/10.51383/ijonmes.2021.75
  • Welch, B. (1951). On the comparison of several mean values: An alternative approach. Biometrika, 38(3–4), 330–336. https://doi.org/10.2307/2332579
  • Willis, R., Lynch, D., Peddell, L., Yeigh, T., Woolcott, G., Bui, V., Boyd, W., Ellis, D., Markopoulos, C., & James, S. (2021). Development of a teacher of mathematics identity (ToMI) scale. Mathematics Education Research Journal, https://doi.org/10.1007/s13394-021-00391-w
  • Yadav, A. (2017). Computer science teacher professional development: Towards a research agenda on teacher thinking and learning. In E. Barendsen & P. Hubwieser (Eds.), Proceedings for the 12th workshop in primary and secondary computing education, Nijmegen, Netherlands (pp. 1–2). Association for Computing Machinery.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.