A Virtual Professional Development Program for Computer Science Education during COVID-19

Autor/inn/en	Mouza, Chrystalla; Mead, Hilary; Alkhateeb, Bataul; Pollock, Lori
Titel	A Virtual Professional Development Program for Computer Science Education during COVID-19
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.436-449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mouza, Chrystalla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00731-y
Schlagwörter	Computer Science Education; Educational Change; Delivery Systems; COVID-19; Pandemics; Electronic Learning; Faculty Development; Pedagogical Content Knowledge; Self Efficacy; Affordances + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Bildungsreform; Auslieferung; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit
Abstract	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 influenced 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-efficacy while highlighting the affordances of virtual PD most valued by teachers. Findings have implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01