Characteristics of Teacher Professional Development for Computational Thinking Integration in K-12: Meta-Aggregation

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Professional Development (Table 7)

Abstract

This qualitative synthesis aimed to provide a comprehensive understanding of the characteristics of in-service teacher professional development programs perceived as effective in improving teachers’ knowledge, skills, and attitudes toward computational thinking integration in K-12. A meta-aggregative method was utilized to analyze the results and conclusions of the 18 selected studies. Following the three steps of the meta-aggregation method, we identified four synthesized findings with their respective categories: (a) improving teacher capacity, (b) designing meaningful learning experiences for teachers, (c) collaboration between different stakeholders, and (d) continuous and sustainable support. Implications and recommendations are provided for practitioners, policymakers, and researchers focusing on computational thinking integration in K-12.

Authors

• Secil Caskurlu, Florida State University

• Kyle Dunbar, Michigan State University

• Aman Yadav, Michigan State University

• Rafi Santo, Telos Learning LLC