In-Service Teachers’ Perceptions of Teaching Computational Thinking and Block-Based Programming: Expanding Scratch’s Role Across K-12 Contexts

This paper explored in-service teachers’ perceptions and approaches to computational thinking (CT) and block-based coding via Scratch before and after participating in a week-long online and asynchronous learning module within a graduate-level instructional technology course. We analyzed pre- and post-learning module data from 21 teachers across different grade levels and subjects and examined their approaches to CT, changes in their CT-related knowledge and skills, and views on the utility of Scratch. Our findings suggested a shift from pre-module findings, showing a change in their disposition toward Scratch’s utility value and recognition of more subject-specific applications of Scratch, such as systems modeling in science and digital storytelling. In light of the findings, we highlight the recurring need for teacher education programs to support teachers’ self-efficacy in teaching CT, the development of CT-related knowledge and skills, especially advanced coding practices, and to embed self-reflective questions that help teachers recognize CT’s relevance to their disciplinary teaching areas and students’ learning. We also offer implications for designing future teacher education programs.