Empowering teachers to teach CS — Exploring a social constructivist approach for CS CPD, using the Bridge21 model

This paper describes current research exploring the adaption of the Bridge21 pedagogical model for the provision of a Computer Science (CS) Continuing Professional Development (CPD) Programme for post-primary/high school teachers in the Republic of Ireland. This paper outlines the design of the programme and explores the delivery of two, week long CS CPD interventions delivered in the authors' home institution over the summer of 2014. The interventions were designed to help teachers develop expertise in areas such as computational thinking, programming and game design, text based programming and hardware configuration. The Bridge21 Learning and Activity Models were used throughout each workshop delivery and teachers were invited to use the same models in their own delivery of CS classroom activities. An Exploratory Case Study approach, using Evaluation Theory, informed data collection, coding and analysis procedures. Teacher reactions towards the Bridge21 CS CPD programme were investigated. Analysis indicate that teacher reaction towards the programme was positive and that teachers intended to use elements of the Bridge21 Learning and Activity model for CS delivery in the classroom.