Empowering Teachers for Student Success: Virtual PD in K-2 CS Education

• In Event: Reimagining Pedagogical Tools and Practices

Proposal

Emerging trends in early childhood education increasingly emphasize computer science (CS), including coding, as essential skills (Angeli & Giannakos, 2020; Tikva & Tambouris, 2021; Wing, 2006), reflecting their growing relevance in the digital age (Chen et al., 2017; Kite et al., 2021). However, integrating these concepts in elementary education faces challenges due to limited teacher professional development (PD) opportunities (Broley et al., 2023; Corradini et al., 2017; Kaya et al., 2019; Mouza et al., 2022), particularly in pedagogical and content knowledge (Codding et al., 2021; Kong & Wong, 2017; Mouza et al., 2022; Wang et al., 2020).
Effective PD enhances teachers’ self-efficacy (TSE), attitudes, and knowledge (Mason & Rich, 2019), particularly beneficial for less experienced educators (Safura & Helmanda, 2022). TSE, a teacher’s belief in achieving desired outcomes like student engagement and learning (Yeşilyurt et al., 2016), is particularly critical in CS (Rich et al., 2021). There has been less focus on PD efforts for introducing CS to elementary classrooms (Mcinerney, 2021), especially for in-service teachers facing barriers like high workloads, financial constraints, and difficulties organizing substitute classes (Butt et al., 2021; Krille, 2020).
Virtual PD offers flexible participation without travel requirements (Alrawashdeh et al., 2024). Hassler et al. (2018) and Campbell (2014) argue that peer-to-peer PD is not only cost-effective but also promotes long-term sustainability within PD programs. Yet, research on PD effectiveness in enhancing CS competence and self-efficacy remains limited in elementary education. Also, while emerging evidence suggests a link between teacher competence/confidence and student achievement (Mok & Moore, 2019; Swarnalatha, 2019), more research is still needed (Copur-Gencturk et al., 2024; Lauermann & ten Hagen, 2021).
This study fills these gaps by assessing how three synchronous training models, introducing a CS curriculum, impact teachers’ pedagogical content knowledge and self-efficacy. The curriculum was equity-focused and promoted diverse instructional practices (Codding et al., 2021). It featured gender equity and minority representation in STEM through diverse role models, aligning with efforts to empower women in STEM (Hinckle et al., 2020).
Methods
This intervention was conducted from 2021 to 2023 across two states (State A and State B). Thirty-three public schools were randomly assigned to either the treatment group (76%) or the delayed treatment group (24%; SY2022/2023), using stratified random sampling based on SES quantiles.
The three PD training models were: expert-led for 4 hours (Model 1 in both states), peer-led for 4 hours (Model 2 in State B), and peer-led for 6 hours with additional support and networking (Model 3 in State A). The intervention began with Model 1 in Year 1, where teachers were trained to lead sessions in Year 2. Peer-led models leveraged Bandura’s theory of observing competent peers to enhance self-efficacy (1997), supported by research showing the effectiveness of brief-duration PD sessions when well-designed (Bonner et al., 2019; Codding et al., 2021; Lauer et al., 2014; Moè, 2021; Simmonds et al., 2021). Trainers, technical and project coordinators developed supplementary materials and provided ongoing support. IRB was obtained at Author’s Institute [protocol #23.063.01].
The PD followed Darling-Hammond’s (2017) recommendations for effective training, focusing on content and pedagogical content knowledge (PCK; Loewenberg Ball et al., 2008) to enhance subject matter expertise, teaching methods, and effective CS instructional strategies (i.e., heuristic strategies; Hill & Loewenberg Ball, 2004). Zhou et al. (2020) found that a nine-week hybrid PD program significantly increased both CK and PCK.
The validated Coding Stages Assessment (CSA; de Ruiter & Bers, 2022) measured teacher and student coding skills in ScratchJr before and after the intervention. Pre- and post-training survey assessed TSE (13 items, 5-point Likert scale). Semi-structured focus groups (45 minutes) post-training explored teachers’ perceptions.
The analytical sample included data from teachers who implemented the curriculum (n = 81 with 32 participating in focus groups) and their students (n = 1,623). Most teachers were female (94%), White (70%), and from State B (58%). Student demographics showed a majority were White (58%), from State B (62%), with high socioeconomic backgrounds (69% not qualifying for free/reduced lunch), and no language or individualized educational needs (LEP/IEP).
Analysis
factor analysis was used to validate the TSE scale. Multiple regression was conducted to examine the impact of the intervention, considering various predictors. Path analysis explored the effects of the intervention on teachers’ and students’ coding improvements, with bootstrapping. Reflexive Thematic Analysis of focus group discussions identified themes to contextualize quantitative findings.
Findings
Teachers in the treatment group significantly improved coding skills post-intervention, whereas those in the control condition did not, addressing gaps in CS pedagogical knowledge among elementary educators lacking formal CS qualifications (Mcinerney, 2021; Menekse, 2015). Both treatment and control groups showed notable improvement in TSE over time. Focus group findings highlighted increased confidence among treatment group teachers in teaching coding, emphasizing the program’s hands-on approach as beneficial, aligning with recent research (Zhou et al., 2023).
Significant predictors of coding improvement and TSE included years of teaching, gender, and race/ethnicity. While experienced educators showed varied responses, teachers with no prior coding experience demonstrated significant gains post-training. Male teachers showed lower gains, while teachers of color achieved comparable results to their White counterparts.
Path analysis indicated that PD models significantly predicted improvements in teachers’ coding skills, with Model 3 showing the greatest effectiveness. Peer-led models also demonstrated promising gains in TSE. These results underscore the program’s potential for sustainable teacher development in CS education. Further, the analysis confirmed a positive correlation between teachers’ coding skills improvement and enhanced student coding proficiency, aligning with emerging research on the impact of teacher development on student achievement (Copur-Gencturk et al., 2024; Mok & Moore, 2019; Swarnalatha, 2019).
Focus group insights reinforced the connection between teachers’ coding proficiency and increased student engagement and learning. Teachers observed notable enhancements in student problem-solving abilities and overall engagement with coding concepts, particularly benefiting traditionally less engaged students. Taken together, these findings underscore the importance of ongoing teacher development in coding skills to promote effective CS education and enhance student outcomes. Further findings and implications will be presented.

Author

• Ghaida Alrawashdeh, Oakland University