In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders' support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers' self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers' self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.

中文翻译：

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在多方面的计算思维专业学习计划中提供创新的持续支持，提高教师的自我效能感和课堂实践


在职小学教师需要接受培训来教授计算思维 （CT）。CT 专业学习计划的常见模式包括初始研讨会，然后是持续的支持。然而，很少有研究检查持续支持的有效性、最有效的类型及其对课堂实践的影响。目前的研究详细介绍了一个多方面的 CT 专业学习计划，并提供创新的持续支持，以帮助小学教师实施 Code.org 课程。它还实证调查了支持对教师编码和教授 CT 自我效能感的影响、支持的每个组成部分的有效性以及它在多大程度上影响教师的课堂实践。我们持续的支持包括额外的研讨会、年级专业学习社区 （PLC） 会议、教学视频和教师领导的支持。数据包括一次预调查、四次后调查、课程观察、焦点小组访谈、跟踪视频观看次数以及来自 PLC 参与者和教师领导的调查。结果表明，持续的支持显著提高了教师在编码和教授 CT 方面的自我效能感。关于持续支持的各个组成部分的有效性，额外的研讨会显著提高了教师在编码和教授 CT 方面的自我效能感。