This research is grounded in constructivist, sociocultural, and transformational learning theories that view teacher development as active, reflective, and community-based processes. Learning is understood not as the transmission of discrete skills but as the co-construction of knowledge through dialogue, practice, and reflection within authentic classroom contexts. The professional learning model is designed to include sustained acquisition of computer science concepts, pedagogical modeling and ongoing coaching as teachers gradually develop skills through implementation, reflection and exploration. Drawing on Bandura’s social cognitive theory, the study employs the validated Teacher Beliefs about Coding and Computational Thinking (TBaCCT) instrument to examine shifts in teachers’ self-efficacy, value beliefs, and computational thinking dispositions. A complementary grounded theory approach captures the lived experiences of educators, revealing how professional learning transforms both confidence and instructional identity.
Anchored in equity-centered design, this framework recognizes teachers as agents of change who adapt computer science integration to meet the cultural and linguistic strengths of multilingual learners. Transformational learning occurs as educators reexamine assumptions about who can code, expand their pedagogical repertoire, and design inclusive, technology-rich experiences that cultivate belonging within the learning community, while developing learners' agency and curiosity. By linking professional growth with equitable innovation, this perspective positions teacher learning as a catalyst for systemic change in K–5 computer science education.
This mixed-methods study examined the impact of a research-based professional development framework on teachers’ capacity to integrate computer science into K–5 classrooms serving multilingual learners in two school districts in the Midwest. The research design combined quantitative pre/post survey data with qualitative interview data to triangulate findings and capture both measurable change and contextual nuance.
Participants included 23 educators - teachers, administrators and multilingual coordinators - involved in the Computer Science for English Learners (CSEL) initiative. Teachers voluntarily participated in a year-long professional development sequence facilitated by BootUp and partner organizations. Data sources included pre- and post-assessments using the validated Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale to measure changes in value beliefs, coding self-efficacy, teaching self-efficacy, and computational thinking dispositions.
Semi-structured interviews with teachers, instructional coaches, and administrators provided insight into implementation, challenges, and perceived student impact. Interview questions explored participants’ experiences with coding instruction, perceptions of professional learning, integration strategies for multilingual learners and impact on student learning outcomes. Transcripts were analyzed using a grounded theory approach—employing open, axial, and thematic coding to surface recurring patterns and explanatory categories. Quantitative data were analyzed through descriptive statistics and comparison of means. Together, these methods reveal how professional development fosters teacher growth, confidence, and equitable computer science instruction.
Findings from the first-year evaluation show significant teacher growth in both confidence and instructional practice related to coding and computational thinking. Quantitative results from the validated Teacher Beliefs about Coding and Computational Thinking (TBaCCT) instrument revealed statistically significant gains (p < .001) in teachers’ coding self-efficacy and teaching self-efficacy, with strong effect sizes. Teachers reported a 45% increase in confidence to teach coding and demonstrated ownership by designing their own integrated lessons, primarily in language arts.
Qualitative analyses surfaced themes of teacher agency, student engagement, and transformational learning. Teachers described coding as an avenue for creativity, collaboration, and self-expression—especially for multilingual learners who gained community confidence and visibility through coding projects. Challenges centered on frequency of implementation and limited systemic supports. Together, findings demonstrate that sustained, context-responsive professional development fosters both teacher and student growth in equitable, cross-disciplinary computer science education.
This study provides an empirical examination of professional development in elementary computer science for multilingual learners—an area of urgent national need. By documenting measurable shifts in teacher beliefs, confidence, and practice, the research contributes to understanding how research-based PD frameworks can translate computational thinking into inclusive classroom practice.
The results underscore the transformative potential of equity-centered, sustained professional learning that blends hands-on pedagogy, peer collaboration, and instructional coaching. For educational leaders, the findings offer a practical model for scaling computer science initiatives that serve linguistically diverse populations. For researchers, they provide evidence of how teachers develop self-efficacy and agency when supported through iterative, constructivist professional development. This work directly informs teacher preparation, K–12 curriculum design, and systemic approaches to broadening participation in computer science education.
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Bers, M. U. (2020). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge.
Morales-Chicas, J., Castillo, M., Bernal, I., Ramos, P., & Guzman, B. L. (2019). Computing with relevance and purpose: A review of culturally relevant education in computing. International Journal of Multicultural Education, 21(1), 125-155.
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Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55-62.
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