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"It is what the situation demands": How Communities of Practice Create Value for CS Teachers in the Time of Covid

Published: 03 March 2022 Publication History

Abstract

The recent pandemic has resulted in challenges to the prioritization of CS curriculum and strained the structures that support and grow the professional development and identity building of the teachers who implement it. In this poster we examine how local chapters of a national CS teacher advocacy organization (the CSTA) support their members during a time of transition and change. Using focus group data collected from an ongoing multi-year longitudinal research project, we tried to better understand the challenges that these entities faced as their normal structures of communication and outreach were closed off, and how such challenges might affect the perceptions of the role that local chapters play in supporting the continued development of their members, including their identity as CS teachers.

References

[1]
Gee, J.P. 2001. Identity as an analytical lens for research in education. Review of Research in Education, 25, 99--125.
[2]
Beijaard, D., Meijer, P.C. & Verloop, N., 2004. Reconsidering research on teachers' professional identity, Teaching and Teacher Education, 20(2), 107--128.
[3]
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.
[4]
Wenger, E. 1998. Communities of Practice: Learning, meaning and identity. Cambridge, UK: New York, NY: Cambridge University Press.

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  1. "It is what the situation demands": How Communities of Practice Create Value for CS Teachers in the Time of Covid

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    cover image ACM Conferences
    SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2
    March 2022
    254 pages
    ISBN:9781450390712
    DOI:10.1145/3478432
    Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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    Published: 03 March 2022

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    1. communities of practice
    2. teacher identity

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