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<p>This randomized controlled trial examines the impact of two virtual professional development (PD) models (expert-led vs. peer-led) on teachers’ skills and self-efficacy and subsequent effects on students’ coding growth. Over two years, 81 teachers and 1,623 students participated in a coding curriculum for K-2. Data collection included coding assessments, surveys, and focus groups. Results show significant improvements in teachers’ coding skills, particularly with peer-led models, and a downstream effect on students’ coding growth. No significant change was observed in teachers’ self-efficacy. Implications include exploring tailored PD for diverse backgrounds and improving PD design to address teachers’ concerns, informing effective, sustainable PD strategies for CS education.</p>

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From Teacher Training To Student Growth: Virtual Professional Development Enhances K-2 Computer Science Education

  • 期刊论文

  • 发表日期：

    2025年9月20日

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  • Ghaida S. Alrawashdeh,
  • Abigail J. Bergman,
  • Marina U. Bers

摘要

This randomized controlled trial examines the impact of two virtual professional development (PD) models (expert-led vs. peer-led) on teachers’ skills and self-efficacy and subsequent effects on students’ coding growth. Over two years, 81 teachers and 1,623 students participated in a coding curriculum for K-2. Data collection included coding assessments, surveys, and focus groups. Results show significant improvements in teachers’ coding skills, particularly with peer-led models, and a downstream effect on students’ coding growth. No significant change was observed in teachers’ self-efficacy. Implications include exploring tailored PD for diverse backgrounds and improving PD design to address teachers’ concerns, informing effective, sustainable PD strategies for CS education.