Michelle Friend
Monica Mcgill
Anni Reinking
ABSTRACT
Problem. Educational research identifies answerable questions, but often does not address the problems K-12 teachers identify as important. Further, academic research findings can be difficult for teachers to apply to their practices and unique contexts. Currently, little research exists on the lived experiences of primary and secondary instructors who teach computer science (CS) or computational thinking (CT) and also on the specific problems of practice teachers face when teaching CS.
Research Question. What problems of practice do K-12 teachers face when teaching CS/CT?
Method. Data for this qualitative study was collected using an online questionnaire distributed to teachers internationally. CS/CT teachers responded to an open-ended prompt asking for problems related to teaching CS. The data was analyzed using descriptive first-round coding and focused second-round coding. Validity was established through collaborative coding. Analysis was theorized using locus of control.
Findings. Problems with students encompassed behavioral, cognitive, and attitudinal issues, as well as lack of home support or resources. Teachers identified many problems of policy notably stemming from lack of resources or support from administrators. A smaller number of challenges, such as lack of content knowledge, were situated within teachers themselves. While some problems such as student motivation are general, a number of responses identified unique challenges in CS education compared to other disciplines.
Implications. Identifying problems faced by teachers can guide professional development offerings, help researchers develop studies that would result in meaningful improvement to CS education, and suggest policy decisions which would result in better outcomes for students.
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Index Terms
- Solve This! K-12 CS Education Teachers’ Problems of Practice
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