Scholarlink

Background <p>With the growing emphasis on computer science (CS) education in K-12 schools, numerous professional development (PD) programs for in-service CS teachers (CS-PD) have been implemented over the past decades. However, there is a lack of systematic review and meta-analysis to evaluate the effectiveness of these CS-PD programs. To address this gap, this study followed the four <i>PRISMA</i> steps to analyze the focused knowledge, teaching practices, and the effect on teaching competence of CS-PD. A systematic review was first conducted based on the 47 empirical articles included in the synthesis and followed by a meta-analysis of 21 of these articles (137 effect sizes).</p> Results <p>The systematic review (a) identified the 16 sub-themes within CS-related knowledge, (b) summarized three types of teaching practices stressed in CS-PD, and (c) analyzed two levels of methods for evaluating teaching practices. The meta-analysis showed a generally large overall effect size (Hedges’ <i>g</i> = 0.623, 95% CI [0.532, 0.714], <i>p</i> &lt; 0.001) for the overall effectiveness of the CS-PD.</p> Conclusions <p>Therefore, these findings inform future endeavors in implementing an effective CS-PD to promote in-service CS teachers’ teaching competence, especially in teaching practices.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Effectiveness of in-service computer science teachers’ professional development in K-12 education: a systematic review and meta-analysis

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月28日

查看全文
  • Hongliang Ma,
  • Yuhan Dong,
  • Bin Jing,
  • Yu Zeng,
  • Jinmei Sun

摘要

Background

With the growing emphasis on computer science (CS) education in K-12 schools, numerous professional development (PD) programs for in-service CS teachers (CS-PD) have been implemented over the past decades. However, there is a lack of systematic review and meta-analysis to evaluate the effectiveness of these CS-PD programs. To address this gap, this study followed the four PRISMA steps to analyze the focused knowledge, teaching practices, and the effect on teaching competence of CS-PD. A systematic review was first conducted based on the 47 empirical articles included in the synthesis and followed by a meta-analysis of 21 of these articles (137 effect sizes).

Results

The systematic review (a) identified the 16 sub-themes within CS-related knowledge, (b) summarized three types of teaching practices stressed in CS-PD, and (c) analyzed two levels of methods for evaluating teaching practices. The meta-analysis showed a generally large overall effect size (Hedges’ g = 0.623, 95% CI [0.532, 0.714], p < 0.001) for the overall effectiveness of the CS-PD.

Conclusions

Therefore, these findings inform future endeavors in implementing an effective CS-PD to promote in-service CS teachers’ teaching competence, especially in teaching practices.