Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development
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| Title: | Shaping Mathematics Teachers' Competencies and Instructional Insights through Computational Thinking Professional Development |
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| Language: | English |
| Authors: | Feyza Kurban, Hüseyin Bahadir Yanik, Aysegül Eryilmaz-Çevirgen, Burcu Durmaz |
| Source: | Acta Didactica Napocensia. 2025 18(2):105-125. |
| Availability: | Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Faculty Development, Mathematics Teachers, Computation, Thinking Skills, Mathematics Instruction, Teacher Competencies, Skill Development, Self Efficacy, Beliefs, Teacher Attitudes, Educational Strategies, Barriers, Middle School Teachers, High School Teachers, Coding, Teacher Effectiveness |
| ISSN: | 2065-1430 |
| Abstract: | This study explores the impact of a structured computational thinking (CT)-focused professional development (PD) program on mathematics teachers' competencies and instructional insights. Designed as a practice-oriented initiative, the PD program primarily employed block-based coding activities while also incorporating modeling-based, hybrid (block-text), and introductory text-based coding tasks to support progressive development of CT skills within mathematics education. A mixed-methods design was employed with 28 mathematics teachers attending a six-module program on integrating CT into instructional practice. Quantitative data were collected using three instruments: the Programming-Oriented CT Scale, the Teacher Beliefs About Coding and CT Scale, and the TPACK-Math Scale, administered before and after the training. Semi-structured interviews were conducted with 12 selected participants to examine how the training shaped their pedagogical competence, instructional approaches, and perceived barriers. Quantitative results showed gains in CT (conceptual knowledge, algorithmic thinking), self-efficacy, pedagogical efficacy, and technology-related competencies. Thematic analysis identified three core themes: the impact of professional development (e.g., overcoming initial fears, increased student engagement, personalized resource creation), strategies for successful integration (e.g., early CT exposure, stepwise coding progression, building teacher competence), and challenges to implementation (e.g., curricular limitations, insufficient resources, resistance to change, infrastructural barriers). |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494698 |
| Database: | ERIC |
| Abstract: | This study explores the impact of a structured computational thinking (CT)-focused professional development (PD) program on mathematics teachers' competencies and instructional insights. Designed as a practice-oriented initiative, the PD program primarily employed block-based coding activities while also incorporating modeling-based, hybrid (block-text), and introductory text-based coding tasks to support progressive development of CT skills within mathematics education. A mixed-methods design was employed with 28 mathematics teachers attending a six-module program on integrating CT into instructional practice. Quantitative data were collected using three instruments: the Programming-Oriented CT Scale, the Teacher Beliefs About Coding and CT Scale, and the TPACK-Math Scale, administered before and after the training. Semi-structured interviews were conducted with 12 selected participants to examine how the training shaped their pedagogical competence, instructional approaches, and perceived barriers. Quantitative results showed gains in CT (conceptual knowledge, algorithmic thinking), self-efficacy, pedagogical efficacy, and technology-related competencies. Thematic analysis identified three core themes: the impact of professional development (e.g., overcoming initial fears, increased student engagement, personalized resource creation), strategies for successful integration (e.g., early CT exposure, stepwise coding progression, building teacher competence), and challenges to implementation (e.g., curricular limitations, insufficient resources, resistance to change, infrastructural barriers). |
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| ISSN: | 2065-1430 |
