Enhancing Preservice Teachers' Confidence and Efficacy in Computer Science

2020 ◽  
pp. 145-163
Author(s):  
Yune Tran
Keyword(s):  
Preservice Teachers ◽  
Computer Science ◽  
Digital Literacy ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Mixed Method Research ◽  
Multiple Exposures ◽  
Post Test ◽  
Group Interviews ◽  
Content Support

The growing demand for digital literacy, computer science (CS), and computational thinking (CT) has taken traction in U.S. schools. The emphasis on teaching these skills in the classroom demands teachers who are prepared to teach such content and skills. However, there has been limited research on preservice teacher self-efficacy for teaching CS to elementary-aged students even though a body of research related to teacher efficacy has supported positive changes in student learning. The purpose of the mixed-method research was to examine over 30 preservice teachers' self-efficacy in teaching CS lessons to elementary-aged students. Findings included improved efficacy, confidence, and positive perceptions about teaching CS from pre-to post-test surveys, focus-group interviews, and written reflections. Three prominent topics emerged from qualitative data and consisted of: (1) lack of familiarity of concepts caused nervousness; (2) peer and content support to ease implementation; (3) developing enthusiasm of the content through multiple exposures.

Middle School Teachers' Self-efficacy in Teaching Computer Science and Digital Literacy

2021 ◽  
Author(s):  
Gillian Bausch ◽  
Lijun Ni ◽  
Fred Martin ◽  
Hsien-Yuan Hsu ◽  
Bernardo Feliciano
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Middle School Teachers ◽  
Digital Literacy ◽  
Self Efficacy ◽  
School Teachers

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals How to Bring Computational Thinking Approach to The Non-Computer Science Student’s Class???

2019 ◽  
Vol 9 (1) ◽  
pp. 101-112
Author(s):  
Hervin Maulina ◽  
◽  
Abdurrahman Abdurrahman ◽  
Ismu Sukamto ◽  
◽  
...  
Keyword(s):  
Computer Science ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Physics Education ◽  
Research Method ◽  
Computational Thinking ◽  
Mixed Method Research ◽  
Self Evaluation ◽  
Explanatory Sequential Design ◽  
Physics Course

Computational Thinking (CT) skill is the ability to solve problems with computer thinking. In addition, CT can be seen as a structured and systematic approach that can be implemented in learning. This study aims to bring the computational thinking approach to the non-computer science student’s class and involved 35 undergraduate students of physics education in the computational physics course. The research method used was the mixed method sequential explanatory design (Creswell & Plano Clark, 2011), with the following design. Broadly speaking, the flow of the mixed method research method with an explanatory sequential design in this study includes the collection of quantitative data obtained from student self-evaluation instruments related to the understanding of the CT approach stage. The results showed that the Computational Thinking (CT) approach can be applied to non-computer science students in online learning which includes 6 stages of implementation and 6 stages of implementation. Other results indicate that this method can be used in improving student CT skills. Keywords: Computational thinking, physics, problem solving

scholarly journals Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context

2020 ◽  
Vol 45 (9) ◽  
pp. 1-23
Author(s):  
Venesh Chandra ◽  
◽  
Margaret Lloyd ◽  
Keyword(s):  
Decision Making ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Small Scale ◽  
Best Offer ◽  
The Impact

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.

The Snowball Effect

2021 ◽  
pp. 14-30
Author(s):  
Laura L. Fuhrmann ◽  
Andrea M. Wallace
Keyword(s):  
Computer Science ◽  
Gender Gap ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Female Population ◽  
Underrepresentation Of Women ◽  
K 12

Recognizing the persistent problem of the underrepresentation of women in computer science, this chapter examines the barriers existing in the kindergarten through Grade 12 educational environment. It explores the vicious cycle that exists in the education field, as the change agents are predominantly women. Much of the research from the past decade reiterates the issue but substantive changes to reduce the gender gap have not occurred at rates that keep pace with the evolving digital society. This chapter offers practical solutions to (1) distinguish between computer science, instructional technology, and digital literacy in the K-12 educational setting; (2) propose ways to promote opportunities in these environments, for all students, with a focus on the underrepresented female population; (3) formulate strategies for educational leaders to incorporate computer science knowledge including computational thinking skills into teacher preparation programs and professional development to support those never exposed.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Ready? Preservice Teachers' Self-Efficacy for Teaching Queer and Transgender Youth

2017 ◽  
Author(s):  
Martin H. Jones ◽  
Brennan Artrip ◽  
Tara S. Hackel ◽  
Kristopher M. Goodrich
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Transgender Youth

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum
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