Exploring computing attitude profiles and teacher instructional practices with elementary school students following teacher PD

• In Event: Teacher Practices and Professional Development with AI

Abstract

This study examines how elementary teachers’ instructional practices after computational thinking (CT)-focused professional development (PD) influenced students’ computing attitudes and experiences. Using the TPACK-CT framework, a mixed-methods design combined cluster analysis of student surveys (n=124) with qualitative data from lesson plans, observations, and interviews. Four distinct student profiles emerged, varying by coding experience, attitudes, and frequency—differences strongly tied to the instructional context of five teachers. Teachers who integrated CT with clear goals, scaffolding, and culturally responsive practices fostered more engaged, confident students. Those facing challenges saw more disengaged profiles. Findings emphasize the need for PD that supports technical, content, and inclusive pedagogical knowledge, underscoring the importance of instructional context in shaping student engagement in computing.

Authors

• Santiago Ospina-Tabares, University of Illinois at Urbana-Champaign

• Nitasha Mathayas, University of Illinois at Urbana-Champaign

• Shehneela Naz, University of Illinois at Urbana-Champaign

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Hilary Mead, University of Delaware