Critical CS Teachers’ Ideologies, Motivations, and Identities

Abstract

As educators increasingly worry that computer science (CS) may be doing more harm than good, understanding their sense-making about the sociopolitical implications of computing is necessary for informing the design of CS education research and teacher professional development. This multi-site dissertation examines CS teacher’s ideological stances and their shifts when CS is presented as a sociopolitical subject. The primary focus is CS pre-service teachers who are enrolled in a critically conscious CS teacher education program with a secondary focus on CS teacher educators. This set of studies contributes to the increasing focus on sociopolitical approaches to CS education as well as the established literature on ideological learning in the novel context of CS teacher education.