Effects of a Teacher Development Program on Teachers' Knowledge and Collaborative Engagement, and Students' Achievement in Computational Thinking Concepts

Autor/inn/en	Kong, Siu-Cheung; Lai, Ming
Titel	Effects of a Teacher Development Program on Teachers' Knowledge and Collaborative Engagement, and Students' Achievement in Computational Thinking Concepts
Quelle	In: British Journal of Educational Technology, 54 (2023) 2, S.489-512 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Siu-Cheung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13256
Schlagwörter	Thinking Skills; Computer Science Education; Capacity Building; Teacher Education Programs; Pedagogical Content Knowledge; Outcomes of Education; Kindergarten; Elementary Secondary Education; Elementary School Students; Teacher Collaboration; Academic Achievement; Correlation; Teaching Experience; Gender Differences; Majors (Students) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Computer science lessons; Informatikunterricht; Pädagogische Kompetenz; Lernleistung; Schulerfolg; Lehrerkooperation; Schulleistung; Korrelation; Geschlechterkonflikt
Abstract	An important educational goal for the next generation is the ability to think computationally. Cultivating K-12 students' computational thinking (CT) requires the capacity building of teachers through teacher development programs. However, if students' learning outcomes were not assessed, it is not known whether the enhancement of teacher capacity could impact on students' learning. This study aimed to examine how a teacher development program changed teachers' content knowledge and collaborative engagement, which in turn influenced their students' learning achievement. The participants were 81 teachers and 3226 students from primary schools. We employed multi-level modelling to study the relationships between teacher-level variables and student achievement assessed by a CT concepts test. The teachers' content knowledge and collaborative engagement were significantly enhanced through the program, which in turn had a significant impact on student achievement. Teachers' years of teaching experience, but not their gender or whether they had majored in computer science, could also affect student achievement. The results indicate that a teacher development program can play a significant role in enhancing the teachers' CT content knowledge and collaborative engagement, which can then have a positive effect on student learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01