2022 Volume 64 Issue 4 Pages 299-307
Although online programs to train teachers in computer programming are common, few studies have closely looked into their effectiveness in preparing teachers to conduct programming lessons in their classrooms. The purpose of this study was to examine the training effect of a continuous online professional development program that trained teachers to be proficient in implementing computer programming in their classrooms. The training was structured around the “Gradual Release of Responsibility Model," with constructionism as the core learning principle. It was conducted from May 2020 to January 2021 with the participation of 14 teachers. The results of an analysis of trial practices undertaken during the training period revealed that 13 (92.9%) teachers were able to demonstrate their aptitude in using the knowledge and skills they acquired from the online program. Their evaluation of the training after it ended was also mostly positive, indicating the effectiveness of every training element in the design of the online program. The survey on the impact of the online program suggested that the participating teachers shared their learning journey and lessons learned in their professional development with their colleagues who were not part of the program, confirming the wide-reaching influence of the program. In summary, our study demonstrates the effectiveness of long-term online teacher professional development in training teachers to implement programming education in schools.
