Preschool teachers with no coding background shifted from initial CS-related resistance to voluntary ownership of coding instruction after brief PD and curriculum implementation¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Both teachers initially reported resistance, pressure, and fear related to coding and screens, and by the end of the intervention had shifted to voluntary coding engagement and changed perceptions of screen use. → Avia Ben-Ari 2025

Evidence¶

Avia Ben-Ari 2025¶

Avia Ben-Ari, Tess Gavrielle Levinson, Jessica Blake-West, Marina Umaschi Bers, Rinat B. Rosenberg-Kima. (2025). From avoidance to ownership: preschool teachers learn to teach code—a case study. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10548-0

q1 · i? · qualitative · r2

Qualitative thematic analysis of in-depth semi-structured interviews with the two teachers, conducted at the end of the seven-month implementation, corroborated by coding assessments. The article reports the shift "from initial resistance due to perceived low self-efficacy and concerns about early-age screentime to voluntary coding engagement".

"The teachers shifted from initial resistance due to perceived low self-efficacy and concerns about early-age screentime to voluntary coding engagement, learning alongside their students while enhancing teacher-student relationships."

Discussion¶

Related Claims¶

• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — a broader claim this one bears on
• After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group) — a broader claim this one bears on
• Teachers proactively made pedagogical and cultural adjustments to the CAL curriculum, which the authors link to a shift toward a proactive, confident position — related
• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time — related