Abstract

Prior work has shown a lack of quality professional development (PD) programs specifically targeted for early elementary teachers to improve their knowledge and self-efficacy around teaching coding in their classrooms. Whereas traditional PD programs in this area have relied upon in-person workshops, the COVID-19 pandemic necessitated the need to explore virtual PD models. This article reports a study in which N = 44 early elementary teachers participated in a virtual PD training. The virtual PD focused on guided play and exploration of the ScratchJr programming app and introduced teachers to the Coding as Another Language (CAL)-ScratchJr pedagogical approach and curriculum. Before and after the virtual PD, teachers completed a survey and were assessed on their level of ScratchJr knowledge. Results showed significant improvements in teachers’ coding knowledge and self-efficacy. Teachers without prior coding experience exhibited greater growth in their reported self-efficacy. Implications and future work for designing effective virtual PD opportunities for early elementary teachers are discussed.

Citation

Kapoor, M., Yang, Z. & Bers, M. (2022). Supporting Early Elementary Teachers’ Coding Knowledge and Self-Efficacy Through Virtual Professional Development. Journal of Technology and Teacher Education, 30(4), 461-491. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/221629/.

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