From practice to practical: Computer science teachers teaching teachers

Ofra Brandes*, Yifat Ben-David Kolikant, Catriel Beeri

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations

Abstract

We examined the rules underlying the choices experienced computer science teachers with solid teaching reputation made in terms of contents and pedagogy, for the purpose of teaching their peers. These experienced teachers in parallel taught a new curricular unit for the first time in their high-school classroom, discussed the unit with other experienced teachers in a professional development (PD) course designed to this end, and prepared and led workshops for their peers on pedagogy suitable for the new unit. Using observations during the course and the workshops, as well as ad-hoc conversations with the teachers, we studied what these teachers chose to teach their peers. We found that these teachers preferred to rely mostly on their own classroom practice rather than on what they learned during the PD course. Their choices for filtering and shaping their knowledge were governed by the primary goal of practicality for their peers. We discuss these findings in light of the increased interest in supporting teachers’ peer teaching and professional learning communities, as schools adapt to the twenty-first century.

Original languageAmerican English
Title of host publicationSTEM Teachers and Teaching in the Digital Era
Subtitle of host publicationProfessional Expectations and Advancement in the 21st Century Schools
PublisherSpringer International Publishing
Pages141-157
Number of pages17
ISBN (Electronic)9783030293963
ISBN (Print)9783030293956
DOIs
StatePublished - 1 Jan 2020

Bibliographical note

Publisher Copyright:
© Springer Nature Switzerland AG 2020.

Keywords

  • Computer-science education
  • Educational reform
  • Leading teachers
  • Teachers’ knowledge

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