What's the worth of having a single CS teacher program aimed at teachers with heterogeneous profiles?
Hern\'an Czemerinski, Mart\'in Scasso, Fernando Schapachnik

TL;DR
This study evaluates a 400-hour CS teacher training program in Argentina for in-service teachers with diverse backgrounds, finding it effective for content dissemination but less so for boosting confidence across heterogeneous profiles.
Contribution
It provides evidence on the effectiveness of a single, broad CS teacher training program for teachers with varied profiles, highlighting strengths and limitations.
Findings
Most teachers met content and pedagogy standards
Significant differences in self-perceived career opportunities
Broad programs promote CS content dissemination
Abstract
There is consensus regarding the relevance of including Computer Science (CS) in official school curricula. However, this discipline cannot be taught on a large scale until there are enough trained teachers who can effectively lead a class. In this article, we discuss the results of a 400-hour teacher training program conducted in Argentina aimed at K-12 teachers with no CS background. The only requirement to sign up was to be an in-service teacher, and therefore there were a plethora of different teacher profiles that attended the courses. Our research aims at understanding whether a single teacher training program can be effective in teaching CS contents and specific pedagogy to teachers with very heterogeneous profiles. Also, we investigate what teachers expect to do with the contents they learn. To assess these questions anonymous examinations and questionnaires were given and…
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Taxonomy
TopicsDigital literacy in education · Teaching and Learning Programming · Educational Innovations and Technology
