A Framework for Effective Continuing Professional Development: The Case of Computer Science Teachers within Further Education Colleges

Allison, Jordan ORCID: 0000-0001-8513-4646 (2021) A Framework for Effective Continuing Professional Development: The Case of Computer Science Teachers within Further Education Colleges. In: 2020 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, pp. 898-903. ISBN 9781728176253

Text (Peer Reviewed Version) 9970 Allison, J. (2021) A_Framework_for_Effective_Continuing_Professional_Development_The_Case_of_Computer_Science_Teachers_within_Further_Education_Colleges.pdf - Accepted Version Restricted to Repository staff only Available under License All Rights Reserved. Download (294kB)

Abstract

With rapid changes in technology, computer science teachers need to undertake continuing professional development (CPD) to ensure that their teaching is relevant and leads to positive pupil outcomes. Unfortunately, existing research has typically neglected what is required for effective CPD for computer science teachers who work in general further education colleges. This paper presents the findings from thirteen semi-structured interviews from those who work in this setting, and outlines a framework detailing four main areas of activity required for effective computer science teacher CPD. This framework should help inform CPD providers in creating more effective computer science teacher CPD.

Item Type:	Book Section
Uncontrolled Keywords:	Computer Science CPD; Computing Education; Teacher Professional Development
Subjects:	H Social Sciences > HF Commerce > HF5001 Business > HF5549 Personnel management. Employment management Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Applied Business & Technology
Depositing User:	Kate Greenaway
Date Deposited:	21 Jul 2021 15:44
Last Modified:	01 Sep 2023 12:37
URI:	https://eprints.glos.ac.uk/id/eprint/9970

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