K-12 Computer Science Teaching Strategies, Challenges, and Teachers’ Professional Development Opportunities and Needs
Meina Zhu, Cheng Wang
Abstract
This study aims to identify effective teaching strategies and challenges in computer science (CS) teaching and K-12 CS teachers’ needs for professional development (PD). The data were collected through semi-structured interviews with five K-12 CS teachers and eight CS instructors in higher education and analyzed using thematic analysis. The findings indicated that (1) connecting the classroom to the real world, project-based assessment, and teamwork are effective teaching strategies; (2) teaching challenges include CS teachers’ knowledge gaps, students’ technology access and use, and elective courses; and (3) teachers’ PD opportunities and needs include content and pedagogical knowledge and an ongoing learning community. The findings offer implications for K-12 CS education and teachers’ PD.