Search for: All records

This study examines the evolution of a professional development (PD) program over a 5-year period designed to enhance computer science (CS) education in elementary schools. Despite growing emphasis on CS in K-12 education, elementary teachers often lack resources and training. Our project addressed this gap by offering an annual summer PD Institute (2020 to 2024), aimed to equip K-5 teachers with content and pedagogical knowledge needed to integrate CS into their curriculum. The overarching intention of the program is to increase CS opportunities in elementary schools, with a focus on engaging female students and those from underrepresented backgrounds. Utilizing the framework of Technological Pedagogical Content Knowledge (TPACK), the PD design was iteratively refined based on teacher feedback and artifact analysis. We conducted a retrospective, qualitative analysis to identify core PD characteristics and their evolution. Our findings reveal how PD content evolved across dimensions of the TPACK framework, with the fifth year achieving a balanced distribution of components. This study contributes to understanding effective design principles for elementary CS teacher PD and highlights the importance of researcher-teacher partnerships in building a community of elementary CS educators.