Abstract The implementation of effective professional development courses for K-12 teachers on computational thinking (CT) in relation to programming remains a challenge. There is a lack of high-quality empirical research on teacher development in CT in relation to programming. This study addressed that situation by providing empirical evidence of the design and evaluation of such a teacher development program in primary schools. Seventy-six in-service teachers participated in a program comprising two 39-h courses. One course focused on the fundamental subject knowledge of programming for CT development together with pedagogy. The other focused on the development of advanced knowledge while providing opportunities to practice teaching in the classroom and to reflect on the practice. The results indicate that the participants developed a better understanding of CT concepts and practices and improved in three of the four content knowledge related dimensions of technological pedagogical content knowledge (TPACK) across the two courses. The three dimensions were content knowledge of programming for CT development, technological content knowledge of the use of block-based programming environments for programming for CT development, and use of the environment to teach programming for CT development with the appropriate pedagogy in context. Analysis of the participants' self-reported reflections suggested that the two courses and the teaching experience acquired during the prolonged second course were the two main sources of improvement. This study demonstrates the importance of providing an effective teacher development program with a focus on CT concepts and practices. The program offers teachers a sustained period in which to practice in the classroom and reflect on their teaching while developing their capacity to implement CT in relation to programming.

中文翻译：

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计算思维中的教师发展：编程概念、实践和教学法的设计和学习成果

摘要 为 K-12 教师实施与编程相关的计算思维 (CT) 的有效专业发展课程仍然是一个挑战。缺乏与编程相关的 CT 教师发展的高质量实证研究。本研究通过提供此类小学教师发展计划的设计和评估的经验证据来解决这种情况。76 名在职教师参加了一个由两门 39 小时课程组成的计划。一门课程侧重于 CT 开发编程的基本学科知识以及教学法。另一个侧重于高级知识的发展，同时提供在课堂上实践教学和反思实践的机会。结果表明，参与者对 CT 概念和实践有了更好的理解，并且在两个课程中技术教学内容知识 (TPACK) 的四个内容知识相关维度中的三个方面有所提高。这三个维度是 CT 开发编程的内容知识、使用基于块的编程环境进行 CT 开发编程的技术内容知识，以及使用环境来教授 CT 开发编程，并在上下文中使用适当的教学法。对参与者自我报告的反思的分析表明，这两门课程和在延长的第二门课程中获得的教学经验是改进的两个主要来源。本研究证明了提供以 CT 概念和实践为重点的有效教师发展计划的重要性。该计划为教师提供了一个持续的时间，让他们在课堂上练习并反思他们的教学，同时培养他们在编程方面实施 CT 的能力。