Elementary Teachers’ Perceptions and Readiness: Insights From a Computer Science Professional Development in Uruguay

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Pedagogical Approaches and Learning Interventions in International Contexts (Table 5)

Abstract

Integrating computer science (CS) into elementary classrooms has emerged as crucial for fostering problem-solving skills and nurturing innovation among young learners worldwide. This study focuses on a 120-hour professional development (PD) program designed for elementary teachers in Uruguay, aimed at enhancing their readiness to integrate CS using a coding curriculum and ScratchJr. Through a mixed-methods approach, the study examined the impact of the PD on teachers’ readiness, self-efficacy (TSE), and satisfaction with training components. Results indicated that teachers’ readiness to integrate CS in their classrooms and satisfaction with the asynchronous components of the training significantly predicted post-training TSE. Challenges and recommendations from teachers emphasized the importance of tailored, flexible PD and ongoing support to optimize CS integration in elementary classrooms.

Authors

• Francisca Carocca P., Boston College

• Ghaida S. Alrawashdeh, Oakland University

• Marina U. Bers, Boston College