Towards an Instrument for CS Teacher Attitudes and Beliefs: Analysis of Component Factors from Foundational Professional Documents

Abstract

In the quest to study and deliver Computer Science (CS) education reform, attention to gate-keeping teacher characteristics is imperative. Broad research in teacher education has demonstrated that teacher dispositions are an important driver of teacher motivation, professional choices, and classroom practices. Identification and measurements of teacher dispositions enables further analysis of how teacher beliefs may support or hinder effective practice in CS instruction, how teacher populations may differ, and how identified dispositions may change with exposure to various CS learning experiences. We analyzed 17 key documents produced by 12 national CS organizations using a grounded theory methodology to identify desirable attitudes and beliefs associated with CS and the CS education reform movement. The documents included standards, corporate research reports, advocacy tools for CS education, and organizational documents of professional associations for CS and CS Education. The analysis yielded several important dispositional targets for description and measurement in the area of teacher attitudes and beliefs. An analysis of 98 coded segments related to dispositions yielded consensus attitudes and beliefs. Professional documents in CS highlight an equity orientation, a teacher growth mindset, and identify key beliefs regarding (career) outcomes and epistemology of CS. It is possible, based on this analysis, to create a profile of a teacher who demonstrates the attitudes and beliefs of a reform-aligned CS teacher, the CS Champion . Instrument development along these factors is an important next step towards unlocking the analytical power of teacher attitudes and beliefs.