Project-based learning and training of in-service teachers in programming: Projects as a bridge between training and practice

Abstract

This paper presents and evaluates a model of project-based learning (PjBL) to train in-service teachers of programming. The paper contributes to the body of knowledge around in-service teachers' training to meet the growing demand for teachers being prepared to teach programming in different subjects and school levels. The aim is to design a course that prepares teachers to teach programming, is relevant, and increases their self-efficacy. To contribute to this, we suggest a PjBL approach where teachers create a teaching plan during a project. Teachers may bring in their disciplinary knowledge and pedagogy combined with traditional and instructional methods to design an artifact that can be used directly in their practice. In the proposed model, teachers' projects act as a bridge between training and practice. We implemented the first version of the model in 2019 and used this experience to revise the model described in this paper. The results show that teachers are mainly satisfied with this form of PjBL. Many are favorable to this approach and express joy in teaching programming as they feel prepared and, at the same time, understand that programming can be demanding to learn and teach. Therefore, they are also mentally prepared for what is to come.