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Virtual Professional Development Enhances Elementary Teacher' Coding Skills and Self-Efficacy: A Comparison of Three Models
Abstract
This chapter presents results from a study addressing the growing importance of coding skills in early childhood education. Focused on virtual professional development (PD) models, this study explores the effectiveness of synchronous and asynchronous approaches in enhancing coding skills and self-efficacy among educators. In comparing these models, results reveal significant growth in both, with synchronous models excelling in fostering self-efficacy growth. Noteworthy is the impact of facilitators, with peer-led models enhancing coding skills and expert-led models boosting self-efficacy. The compensatory pattern observed in educators with coding experience adds nuance. However, mediation analyses indicate that factors beyond self-efficacy contribute to educators' competency. Implications include advocating for virtual PD adoption, tailoring programs to specific coding experiences, and further exploration into the multifaceted dynamics of educators' competency and self-efficacy.
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