Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy

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...