Interest in coding education has exploded in the past five years, especially in elementary and early secondary education. Teachers who are largely new to coding are expected to guide entire student bodies through the fundamentals of coding and computational thinking. But little is known about which coding and computational thinking (CT) concepts teachers feel most comfortable with and which concepts they struggle with. This study describes 127 elementary coding teachers’ changes in their beliefs about teaching coding and CT as they participated in year-long continuous professional development. Novice elementary coding teachers demonstrated most growth in their self-efficacy for teaching sequences, algorithms and loops. They were less secure in their knowledge of conditionals, variables, and functions. For computational thinking, teachers were most confident in their ability to identify patterns, think algorithmically, understand logic, and evaluate outcomes, showing less growth with decomposition and abstraction.

在过去的五年中，对编码教育的兴趣激增，尤其是在基础和初中教育中。希望对编码非常陌生的老师通过编码和计算思维的基础来指导整个学生团体。但是，对于哪种编码和计算思维（CT）概念的老师感到最自在以及与哪些概念的斗争，人们知之甚少。这项研究描述了127名基础编码教师在参与为期一年的持续专业发展中对教学编码和CT的看法的转变。新手基础编码老师在教学序列，算法和循环方面显示出自我效能的最大增长。他们对条件，变量和函数的了解不够安全。对于计算思维，