Elementary School Teachers' Change in Computational Thinking Understanding and Instruction Following Professional Development

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Professional Development Schools and Teacher Education (Table 17)

Abstract

To understand whether and how PD participation influenced elementary school teachers’ CT understanding and CT instruction, this qualitative multi-case study examined four teachers’ pre and post-PD interview data and observation field notes through within-case and cross-case analysis. The results suggested that after PD, teachers recognized additional components and features of CT and articulated modified opinions of CT. Changes in CT instruction exhibited in that they included additional CT skills in their lessons, implemented new approaches and refined approaches to teach CT, and reported fewer challenges for CT integration. This study highlighted the need for continued PD support to expand teachers’ CT content knowledge and CT integration expertise. Practical suggestions were provided to inform future CT PD design.

Authors

• Ruohan Liu, Seattle University
  Presenting Author

• Maya Israel, University of Florida
  Non-Presenting Author