Designing for creativity, equity, and inclusion: a case study of an equity-focused creative computing professional learning experience for K-12 teachers
OA Version
Citation
Abstract
This qualitative case study investigates the impact of a year-long, equity-focused creative computing professional development (PD) program on K–12 teachers’ confidence, motivation, and classroom practices. The study examines how nine educators engaged in a teacher-centered professional learning community designed to support the integration of creative, equitable, and inclusive computer science experiences. Data sources included pre- and post-PD surveys, semi structured interviews, classroom observations, teacher-created artifacts, and reflective journals. Findings highlight how the PD fostered increased teacher confidence and motivation, as well as concrete shifts in classroom practice aligned with equity and inclusion goals. The study offers implications nfor scaling teacher professional learning in ways that center teacher agency, student equity, and systemic change within computer science education.
Description
2025
License
Attribution-NonCommercial-ShareAlike 4.0 International