Building robust teacher-led professional learning communities for computer science educators
Insights from CSTA chapters in the U.S
Bibliographic Data
| ID | 21744113 |
|---|---|
| Authors | Lijun Ni (0000-0002-5957-0249, Albany State University, corresponding author), Yan Tian (0000-0002-1286-1233, Albany State University), Tom McKlin (The Findings Group), Jason Bohrer (0000-0002-6090-6467, National Science Teachers Association), Jake Baskin (0000-0001-8227-1346, National Science Teachers Association) |
| Year | 2026 |
| Volume | 58 |
| Issue | 2 |
| Pages | 363-380 |
| Publication date | 2026-03-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2024.2425438 |
| OpenAlex | W4404132340 |
| Language | EN |
| References cited | 25 |
The rapid expansion of K-12 computer science education highlights the urgent need for well-prepared teachers. The Computer Science Teachers Association (CSTA) facilitates the development of local teacher professional learning communities (PLCs) through CSTA chapters. This study investigated the types of support CSTA chapters provide, how teacher leaders establish local PLCs and engage teachers of computer science, and the challenges encountered in this process. The investigation included multi-year focus group interviews with chapter leaders and teacher member surveys. The findings reveal that CSTA chapters serve as vital resources of professional support, amplify teachers’ voices, and nurture their professional identities in teaching computer science. This study provides a nuanced understanding of local PLCs for computer science educators, informing future endeavors in teacher preparation and development
Educational technology · Mathematics education · Pedagogy · Professional development · Professional learning community · Science education · Sociology · Teacher education · Technology integration · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Teaching and Learning Programming
A review of research on the impact of professional learning communities on teaching practice and student learning
Effective Teacher Professional Development
The Sage Handbook of Research on Teacher Education
Evaluating PK–12 Professional Learning Communities
The personal and professional selves of teachers
Situated Learning
| Highly cited | No |
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