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Conference Paper/Proceeding/Abstract 135 views 24 downloads

Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum / Tom, Crick

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

Swansea University Author: Tom, Crick

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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spelling 2018-10-15T14:57:38.6033611 v2 43395 2018-08-14 Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2018-08-14 EDUC 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. Conference Paper/Proceeding/Abstract Proceedings of the 7th Workshop in Primary and Secondary Computing Education 82 85 ACM Hamburg, Germany 978-1-4503-1787-0 8 11 2012 2012-11-08 10.1145/2481449.2481469 https://dl.acm.org/citation.cfm?doid=2481449.2481469 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012) COLLEGE NANME School of Education COLLEGE CODE EDUC Swansea University 2018-10-15T14:57:38.6033611 2018-08-14T15:45:09.8751806 College of Science Computer Science Sue Sentance 1 Mark Dorling 2 Adam McNicol 3 Tom Crick 0000-0001-5196-9389 4 0043395-11092018075123.pdf WIPSCECPD.pdf 2018-09-11T07:51:23.2930000 Output 147808 application/pdf Accepted Manuscript true 2018-09-11T00:00:00.0000000 true eng
title Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
spellingShingle Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
Tom, Crick
title_short Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_full Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_fullStr Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_full_unstemmed Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
title_sort Grand challenges for the UK: Upskilling teachers to teach computer science within the secondary curriculum
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom, Crick
author Tom, Crick
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publishDate 2012
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url https://dl.acm.org/citation.cfm?doid=2481449.2481469
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description 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.
published_date 2012-11-08T13:58:03Z
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