Can pedagogy research help DevRel professionals train and support others in programming?

Jane Waite

Research Scientist

Raspberry Pi Foundation

Can pedagogy research help DevRel professionals train and support others in programming?

This talk will provide an overview of a research study that I recently completed. In the study, I investigated how programming pedagogy research from education could be used to support industry professionals in their training and support of others. Pedagogy is how we teach a subject rather than what we teach. We implement pedagogy through instructional approaches, such as code reading to improve code writing or using Parsons Problems to support learning the structure of programming constructs.

In the study, I delivered several cohorts of a course on programming pedagogy to IT professionals. It was a free course, and it was always oversubscribed. After the course, the participants completed a survey on the impact of the training, and I interviewed a small group of attendees some six months later to see how the course had influenced their training of others.

Come along and hear about the instructional approaches that were shared. Find out what approaches were predicted by attendees to stick and what actually stuck for a group of them. I am very interested to hear from other developers what they think of the idea of using school and university-based research to inform training in industry.

About Jane

Jane is a research scientist at the Raspberry Pi Computing Education Research Centre, a joint initiative between the University of Cambridge and the Raspberry Pi Foundation, and she is completing her part-time PhD in computer science education research at Queen Mary University of London.

Having worked in the IT industry for 20 years, as a primary school teacher for 10 years, in teacher training for 6 years, as an undergraduate lecturer for 3 years, and now as a computer science education researcher, Jane has a broad range of experience in computing education. Her field of interest is pedagogy to teach computing, particularly programming. She has published on a wide range of topics across diverse contexts, including school, university, and industry contexts. Example studies include PRIMM, a highly structured sequence of activities to teach programming, Semantic Profiling, a knowledge-building theory, broadening participation and culturally relevant pedagogy, design in primary school programming and how industry professionals might appropriate programming pedagogy from computing education research.

Jane is a member of the CAS (Computing at School) Board, where she is the Research Chair and a member of the BCS School Curriculum and Assessment Committee.