A Virtual Professional Development Program for Computer Science Education During COVID-19

Chrystalla Mouza, Hilary Mead, Bataul Alkhateeb, Lori Pollock

Research output: Contribution to journalArticlepeer-review


The need to expand computer science learning for all students has led to an increase in professional development (PD) opportunities for teachers. The Covid-19 pandemic, however, necessitated changes in well-established PD programs and a shift to virtual delivery. In this work, we describe our transition to a virtual PD institute, including the topics and design principles guiding the institute. We also examine how participation in the virtual PD institute influenced teacher outcomes. Data were collected from two cohorts of teachers. Data sources included surveys (N=30), lesson plans (N=22), and interviews (N=17) from a purposeful sample of participants. Findings gleaned from quantitative and qualitative analysis suggest an increase in teachers’ knowledge and self-efficacy while highlighting the affordances of virtual PD most valued by teachers. Findings have implications for research and practice.

Original languageEnglish (US)
Pages (from-to)436-449
Number of pages14
Issue number3
StatePublished - May 2022
Externally publishedYes


  • Computer science education
  • Professional development
  • Virtual learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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