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The need to expand computer science learning for all students has led to an increase in professional development (PD) opportunities for teachers. The Covid-19 pandemic, however, necessitated changes in well-established PD programs and a shift to virtual delivery. In this work, we describe our transition to a virtual PD institute, including the topics and design principles guiding the institute. We also examine how participation in the virtual PD institute infuenced teacher outcomes. Data were collected from two cohorts of teachers. Data sources included surveys (N=30), lesson plans (N=22), and interviews (N=17) from a purposeful sample of participants. Findings gleaned from quantitative and qualitative analysis suggest an increase in teachers’ knowledge and self-efcacy while highlighting the afordances of virtual PD most valued by teachers. Findings have implications for research and practice.
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A Virtual Professional Development Program for Computational Thinking During COVID-19
The need to expand computer science learning for all students has led to an increase in publicly and privately funded professional development (PD) opportunities for teachers. Our research team has been involved in the design of equity-focused PD opportunities for teachers in computing since 2012 by building partnerships with K-12 systems. The COVID-19 pandemic necessitated changes in our approach and a shift to a virtual PD institute. In this work, we describe our transition to a virtual PD institute, including the topics and design principles guiding the institute. We also examine how the virtual PD influenced teacher outcomes. Findings suggest an increase in teachers’ knowledge and self-efficacy while highlighting the affordances of virtual platforms most valued by teachers.
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- Award ID(s):
- 1639649
- PAR ID:
- 10379684
- Date Published:
- Journal Name:
- Annual meeting program American Educational Research Association
- ISSN:
- 0163-9676
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3102/1887241
