WIP: Mechanisms of Change - A Mixed-Methods Analysis of the Outcomes of a Computational Thinking Professional Development Program

This work-in-progress research paper reflects on findings from a program evaluation of a nationwide professional development (PD) initiative designed to enhance computational thinking (CT) skills among teachers in Colombia's public schools. Evaluating CT education programs presents challenges due to the limited research on the validity and reliability of data collection tools. In addition, evaluation of PD programs in CT often overlooks affective factors and fails to align with program outcomes beyond the training context, leading to insufficient evidence of their effectiveness. This study seeks to identify the factors that influence the effective implementation of CT teaching practices and contribute to the body of knowledge of professional development programs. Using a sequential mixed-methods approach, we first conducted pre-post surveys to assess changes in teachers' knowledge, followed by realist-based focus group discussions to gain deeper insights into participants' experiences and the factors influencing classroom implementation. The primary contribution of this paper is providing insights into the underlying mechanisms driving changes in teachers' practices after participating in a CT-focused PD program in a middle-income country. Preliminary results indicate significant improvements in teachers' CT knowledge post-intervention. Qualitative findings highlight the importance of teachers' confidence in their CT knowledge and the need for comprehensive school support for effective CT integration.