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Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum

Sue Sentance, Mark Dorling, Adam McNicol, Tom Crick Orcid Logo

Proceedings of the 7th Workshop in Primary and Secondary Computing Education, Pages: 82 - 85

Swansea University Author: Tom Crick Orcid Logo

DOI (Published version): 10.1145/2481449.2481469

Abstract

Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers....

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Published in: Proceedings of the 7th Workshop in Primary and Secondary Computing Education
ISBN: 978-1-4503-1787-0
Published: Hamburg, Germany ACM 2012
Online Access: https://dl.acm.org/citation.cfm?doid=2481449.2481469
URI: https://cronfa.swan.ac.uk/Record/cronfa43395
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Abstract: Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers. We work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place for the last fifteen years. In this paper we outline how educational policy changes are affecting teachers in the area of ICT and Computer Science; we describe a range of models of CPD and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date.
Item Description: 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012)
College: Faculty of Humanities and Social Sciences
Start Page: 82
End Page: 85

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