Supporting Early Elementary Teachers' Coding Knowledge and Self-Efficacy through Virtual Professional Development

Autor/inn/en	Kapoor, Madhu; Yang, Zhanxia; Bers, Marina
Titel	Supporting Early Elementary Teachers' Coding Knowledge and Self-Efficacy through Virtual Professional Development
Quelle	In: Journal of Technology and Teacher Education, 30 (2022) 4, S.461-491 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Elementary School Teachers; Faculty Development; Electronic Learning; Distance Education; Coding; Knowledge Level; Self Efficacy; Programming; Instructional Effectiveness; Achievement Gains; Novices; Pedagogical Content Knowledge; Prior Learning; Self Esteem; Satisfaction; Teacher Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Codierung; Programmierung; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Pädagogische Kompetenz; Vorkenntnisse; Self-esteem; Selbstaufmerksamkeit; Zufriedenheit; Lehrerverhalten
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. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01