ABSTRACT
In this chapter, the authors discuss how professional development was framed in the Bessie Coleman Project (BCP) to help teachers plan and implement instruction to foster computational thinking and participation among students of color. They begin with the extant literature to illuminate how computational thinking and participation can be incorporated into professional development experiences—specifically, how out-of- school programs can provide real-world contexts that support teachers’ self-efficacy, computational thinking competencies, and development of positive dispositions. Furthermore, they explain how to integrate equity and culturally responsive approaches into professional development to support teachers in adopting assets-based narratives and approaches that provide the foundation for teaching computational thinking. Preliminary results of the BCP show that professional development influenced participants’ teaching efficacy beliefs and attitudes toward STEM. Moreover, observation of teachers’ practices revealed that professional development had an impact, especially for teachers who had earlier exposure to in-depth professional development. While teachers commented that additional professional development would have enhanced their expertise, they were able to successfully implement out-of-school learning opportunities by using 3D modeling, flight simulation, and drones to promote underrepresented students’ awareness of, interest in, and preparation for careers in STEM and STEM-related fields.
