#907: Middle School Teacher Conceptual Change of Culturally Responsive Pedagogy Through Teaching Computer Science: A Longitudinal Case Study

This study investigates how a middle school teacher developed understandings of and practice in culturally responsive pedagogy (CRP) to teach computer science (CS). Grounded in conceptual change theory, this study explores a teacher’s CRP pedagogical development through evolving definitions and their enactments. The findings reveal how a teacher reflected on and refined pre-existing notions of CRP and beliefs about “who belongs to CS”, gradually transforming them into more expert-like knowledge and practice.