Accessibility navigation


Master Teachers in Computing: what have we achieved?

Smith, N., Allsop, Y., Caldwell, H., Hill, D., Dimitriadi, Y. and Csizmadia, A. P. (2015) Master Teachers in Computing: what have we achieved? In: WiPSCE '15, 9-11 Nov 2015, London, pp. 21-24. (Proceedings of the Workshop in Primary and Secondary Computing Education)

[img] Text - Published Version
· Restricted to Repository staff only
· The Copyright of this document has not been checked yet. This may affect its availability.

259kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

Official URL: http://dx.doi.org/10.1145/2818314.2818332

Abstract/Summary

Recent changes to the teaching of Computing in all schools in England have been profound and wide-ranging, changing the subject from one focussed on the use of ICT products to one focussed on the understanding and creation of computing systems. This change in the curriculum has created a strong demand for professional development of in-service teachers, to develop their skills and expertise to deliver this new curriculum. One approach to developing in-service teachers to deliver the new computing curriculum has been through the Computing At School Master Teacher programme, appointing and training experienced in-service teachers to deliver continual professional development (CPD) peer-to-peer. However, many potential Master Teachers require additional training before they can take up this role. In this paper, we describe how we have trained two cohorts of Master Teachers in two successive years. Evaluation of the first cohort informed revisions to the second cohort's training. The diverse needs of the individual trainees, identified through semi-structured interviews and analysis of completed tasks, led to a variety of CPD being delivered, but almost all required training and practice with programming. Before and during the programme, the trainers shared resources and had online meetings to discuss their work. This was useful in terms of establishing and maintaining consistency between different providers. The use of many teaching strategies that provided collaborative working and discussion opportunities were highly rated by the trainees. The first cohort of teachers has already delivered a significant amount of CPD in their first year after training. The second cohort are well placed to start their CPD delivery, with a better appreciation of where they need to develop their own skills.

Item Type:Conference or Workshop Item (Paper)
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:68205

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation