Examining two different models for developing teachers new to computer science: lessons from a CS4All district

Because of the rapid expansion of computer science (CS) education, educational leaders must consider how to recruit, prepare, and support teachers who typically do not have a background in CS. This study examines two professional development (PD) approaches used to introduce CS education to non-CS teachers. We aim to understand if/how each model promoted teacher agency in CS—conceptualized as the interactions between individual teacher confidence and broader conditions of support and constraints. Drawing on both survey data and qualitative data, we found that teachers who participated in a curriculum-based PD benefited from more practical applications of CS versus focusing on the theoretical principles of CS education. These findings carry important implications for other districts aiming to develop non-CS teachers to deliver CS instruction.