Exploring an Elementary Teacher’s Computational Thinking Professional Learning Experiences: A Longitudinal Case Study

• In Event: Developing Educators' Critical Literacy

Abstract

Despite the prevalence of CT initiatives around the world, in-service teachers’ professional learning (PL) remains under-supported. This study examines an elementary teacher's growth in computational thinking (CT) engagement, understanding, and pedagogical practices over 10 months of PL. The results revealed that the teacher's engagement evolved over time and the teacher’s pedagogical knowledge progressively improved. The teacher's pedagogical practices related to CT shifted from coding activity to science integration, and she implemented a wider range of CT practices through various strategies. The study highlights the importance of ongoing support, targeted coaching, and opportunities to engage with CT concepts and practices in promoting teacher learning and pedagogical practices related to CT.

Authors

• Zhichun Liu, University of Hong Kong

• Ruohan Liu, Seattle University

• Yuntong Zhao, Barnard College

• Chandra H. Orrill, Rethink Learning Labs

• Shakhnoza Kayumova, University of Massachusetts - Dartmouth

• Ramprasad Balasubramanian, University of Massachusetts - Dartmouth