Assessing Disciplinary Teachers'Pedagogical and Content Knowledge in Computational Thinking

The article examines the critical role of Computational Thinking (CT) in modern education, emphasizing the need for teachers to possess robust pedagogical content knowledge to integrate CT into their disciplinary courses. It highlights the challenges faced by professional development programs (PDPs) in CT, particularly in developing countries, where resources and support are often limited. The study presents a detailed analysis of a 20-hour PDP designed for in-service K-12 teachers, focusing on the second level of Guskey's evaluation framework: participant learning. By analyzing the lesson plans created by participating teachers, the article provides valuable insights into how teachers enact their pedagogical content knowledge in integrating CT. The research underscores the importance of using a variety of pedagogical strategies and tools, such as unplugged activities and the Use-Modify-Create progression, to support student learning. Additionally, the article discusses the alignment between learning goals and assessment methods, offering practical recommendations for improving the effectiveness of PDPs in CT. The findings contribute to the broader understanding of how to evaluate and enhance teacher training programs in CT, particularly in contexts where computational thinking is still emerging in the curriculum.