From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy
Diane Codding, Northwestern University, United States ; Bataul Alkhateeb, Chrystalla Mouza, Lori Pollock, University of Delaware, United States
Journal of Technology and Teacher Education Volume 29, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic changes in computer science education from a young age. Pedagogical and instructional changes are needed to promote meaningful and equitable learning that engages students with rigorous and inclusive curricula. We developed an equity-focused professional development program for teachers that promotes culturally responsive pedagogy in the context of computer science education. This paper provides an overview of our culturally responsive framework and a qualitative examination of how teachers (n=9) conceptualized and applied culturally responsive pedagogy in their classrooms. Drawing from grounded theory and lesson assessment rubrics, we developed a codebook to analyze teacher interviews, lesson plans, and questionnaire responses. Findings revealed that, following their participation in professional development, teachers were consistently planning to implement a wide range of culturally responsive instructional and pedagogical practices capable of promoting diversity, equity, and inclusion in computer science education.
Codding, D., Alkhateeb, B., Mouza, C. & Pollock, L. (2021). From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy. Journal of Technology and Teacher Education, 29(4), 497-532. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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