Effects of teacher training in a computer science principles curriculum on teacher and student skills, confidence, and beliefs

Common barriers to broad-based adoption of Computer Science in secondary schools include 1) insufficient numbers of trained teachers who are capable of teaching CS courses in K-12 schools, and 2) a narrow base of students interested in taking CS courses which does not include a large number of females or students from traditionally underrepresented racial groups. In an effort to overcome these obstacles, we developed and employed a teacher professional development program to develop both content and pedagogical strategies to teach Computer Science Principles while also broadening and expanding participation in CS. Teachers were selected for this program in an effort to understand the impact of the intervention with teachers of diverse backgrounds, who teach in a variety of types of schools and with diverse student populations, and with a range of previous Computer Science content knowledge and teaching experience. Teacher content mastery, confidence and attitudes, as well as student content mastery and confidence were assessed at multiple times. Key goals of the program were to develop ability and confidence in programming skills among teachers and students, and to train and encourage teachers to use peer instruction, allowing for a great deal of interaction among students and engagement with the content facilitating the development of expertise among students. Significant findings showed that teachers improved in both knowledge and confidence after taking the workshop, and the gains were evident for their students as well. Their students also demonstrated improvement in both skills and confidence after taking CS Principles, regardless of gender, race, or ethnicity.