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Co-Design as an Innovative Professional Development Model: Equipping PK-8 Preservice Teachers to Learn and Teach Computational Thinking

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Title: Co-Design as an Innovative Professional Development Model: Equipping PK-8 Preservice Teachers to Learn and Teach Computational Thinking
Language: English
Authors: M. Moallem (ORCID 0000-0002-9481-3920), M. J. Vandiver, D. C. Loksa, Q. Li, H. Harati, M. Kara Atas, R. H. Billman, L. Christenson
Source: TechTrends: Linking Research and Practice to Improve Learning. 2026 70(1):122-137.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Faculty Development, Preservice Teacher Education, Preservice Teachers, Teaching Methods, Computation, Thinking Skills, Interdisciplinary Approach, Methods Courses, Teamwork, Teacher Developed Materials, Self Esteem, Problem Solving, Critical Thinking
DOI: 10.1007/s11528-025-01137-2
ISSN: 8756-3894
1559-7075
Abstract: The study reports the results of a cross-disciplinary collaborative team of teacher education, computer science, mathematics, and learning design faculties co-creating a user-centered, self-directed, self-paced, flexible learning environment as an alternative credentialing pathway to preparing PK-8 preservice teachers (PSTs) to teach computational thinking (CT). The co-design model offered an innovative, authentic professional development environment for the teacher education faculty to collaborate with cross-disciplinary team members as designers and developers of the CT self-directed learning materials. The iterative analysis, design, development, and evaluation process allowed faculty to expand their knowledge of CT concepts while exploring and integrating them into their methods courses. The teamwork and multiple perspectives also contributed to creating quality learning materials. The product's small group and field test results provided evidence of the successful implementation, usability, and impact on PSTs' knowledge, confidence, problem-solving, and critical thinking. The study's implications for practice, challenges, and limitations are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505933
Database: ERIC
FullText Text:
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  Data: Co-Design as an Innovative Professional Development Model: Equipping PK-8 Preservice Teachers to Learn and Teach Computational Thinking
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  Data: <searchLink fieldCode="AR" term="%22M%2E+Moallem%22">M. Moallem</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9481-3920">0000-0002-9481-3920</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+J%2E+Vandiver%22">M. J. Vandiver</searchLink><br /><searchLink fieldCode="AR" term="%22D%2E+C%2E+Loksa%22">D. C. Loksa</searchLink><br /><searchLink fieldCode="AR" term="%22Q%2E+Li%22">Q. Li</searchLink><br /><searchLink fieldCode="AR" term="%22H%2E+Harati%22">H. Harati</searchLink><br /><searchLink fieldCode="AR" term="%22M%2E+Kara+Atas%22">M. Kara Atas</searchLink><br /><searchLink fieldCode="AR" term="%22R%2E+H%2E+Billman%22">R. H. Billman</searchLink><br /><searchLink fieldCode="AR" term="%22L%2E+Christenson%22">L. Christenson</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The study reports the results of a cross-disciplinary collaborative team of teacher education, computer science, mathematics, and learning design faculties co-creating a user-centered, self-directed, self-paced, flexible learning environment as an alternative credentialing pathway to preparing PK-8 preservice teachers (PSTs) to teach computational thinking (CT). The co-design model offered an innovative, authentic professional development environment for the teacher education faculty to collaborate with cross-disciplinary team members as designers and developers of the CT self-directed learning materials. The iterative analysis, design, development, and evaluation process allowed faculty to expand their knowledge of CT concepts while exploring and integrating them into their methods courses. The teamwork and multiple perspectives also contributed to creating quality learning materials. The product's small group and field test results provided evidence of the successful implementation, usability, and impact on PSTs' knowledge, confidence, problem-solving, and critical thinking. The study's implications for practice, challenges, and limitations are discussed.
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