An evaluation of a professional learning network for computer science teachers

Cutts, Q. , Robertson, J., Donaldson, P. and O’Donnell, L. (2017) An evaluation of a professional learning network for computer science teachers. Computer Science Education, 27(1), pp. 30-53. (doi:10.1080/08993408.2017.1315958)

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Abstract

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices.

Item Type:Articles
Additional Information:The PLAN C project was funded by the Scottish Government under the title “Continuing Professional Development for Teachers of Computing Science”.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Cutts, Professor Quintin and Donaldson, Mr Peter
Authors: Cutts, Q., Robertson, J., Donaldson, P., and O’Donnell, L.
College/School:College of Science and Engineering > School of Computing Science
College of Social Sciences > School of Education
Journal Name:Computer Science Education
Publisher:Taylor and Francis (Routledge)
ISSN:0899-3408
ISSN (Online):1744-5175
Published Online:21 April 2017
Copyright Holders:Copyright © 2017 Informa UK Limited, trading as Taylor and Francis Group
First Published:First published in Computer Science Education 27(1): 30-53
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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