Reframing Middle School Mathematics Teachers’ TPACK for Teaching A New Computer Science Curriculum: Researcher-Practitioner Partnership, Board Games, and Virtual Teaching Experiences
Abstract: Recruiting teachers from diverse content specialties for teaching computer science (CS) in K-12 classrooms has been problematic. This first year of a 3-year project examined how a researcher-practitioner partnership (RPP) collaboration designed a new middle school CS curriculum using tabletop board games. The teachers planned and piloted the curriculum in 1-week, virtual learning CS camps. Research examined how the teachers’ knowledge for teaching CS was reframed as a result of their RPP experiences. This study examined this knowledge through four Technological Pedagogical Content Knowledge (TPACK) components: overarching conceptions about teaching CS; knowledge of students’ CS understandings; knowledge of curriculum materials; and knowledge of instructional strategies. Qualitative analyses revealed their knowledge was primarily influenced by their knowledge for teaching mathematics. Overarching conceptions of CS and student understandings limited the teachers’ TPACK for CS placing them at the adapting TPACK level. These results directed the planning for the second year RPP efforts.