Developing K-8 Computer Science Teachers' Content Knowledge, Self-efficacy, and Attitudes through Evidence-based Professional Development

Nugent, Gwen; Chen, Keting; Soh, Leen-Kiat; Choi, Dongho; Trainin, Guy; Smith, Wendy

doi:10.1145/3502718.3524771

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…230-241 e-ISSN 2809 A teacher with high self-efficacy is confident that he can perform well (Dökme & Koyunlu Ünlü, 2023). Self-efficacy can affect self-motivation (Leonardo & Cha, 2021) and teacher success in teaching (Nugent et al, 2022) and ultimately impact student learning outcomes (Yadav et al, 2021) and the surrounding community (Zorlu & Zorlu, 2021). Selfefficacy affects the learning carried out by students (Wan, 2021).…”

Section: Prospective Physics Teachers' Self-efficacy In Each Domainmentioning

confidence: 99%

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

Efwinda,

Haryanto,

Sulaeman

et al. 2023

jpig

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As physics is considered difficult to understand, prospective physics teacher programs face the challenges of providing adequate Pedagogical Content Knowledge (PCK). Future teachers' self-efficacy is an essential factor affecting their teaching performance in the classroom. This study aimed to explore the self-efficacy of prospective physics teachers in Indonesia. Data were collected through a questionnaire with a Likert scale consisting of 18 statements and reasons for scoring. The questionnaire on self-efficacy was divided into the self-efficacy domain Content Knowledge (CK), Pedagogical Knowledge (PK), and PCK. The participants were 71 final-year students from 5 Physics Education Study Programs in Indonesia. According to the results, the total self-efficacy score of prospective teachers in physics was 6.98, which falls into the high category. In the CK, PK, and PCK domains, self-efficacy was 6.91, 7.06, and 6.93, respectively, in the high category. An in-depth analysis of students who responded in the low category showed that prospective teachers with low self-efficacy tend to be unsure that they have taught well. They believe that they have not fully mastered physics material and the characteristics of diverse students. Also, they have not gained significant teaching experience. According to these results, teacher education institutions must re-evaluate what learning activities can increase prospective teachers' self-efficacy in teaching and their teaching opportunities.

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Section: Prospective Physics Teachers' Self-efficacy In Each Domainmentioning

confidence: 99%

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

Efwinda,

Haryanto,

Sulaeman

et al. 2023

jpig

View full text Add to dashboard Cite

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Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 Education

Childs,

Zarch,

Dunton

et al. 2024

Review of Research in Education

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Over the past 20 years, there has been a concentrated effort on expanding K–12 pathways, experiences, and access in computer science education (CSEd). Computer science (CS) is a multifaceted discipline within education, and the current emphasis in education policy has focused on how to expand access for K–12 students in CSEd that will lead to increased innovation and bring new participants into the United States labor economy. Industry partners have advocated for policies and incentives to increase pathways to CS opportunities. This chapter interrogates the side effects of CSEd and offers a framework for considering how side effects impact CS teaching and learning. We highlight the barriers that exist within CS and CSEd and how broadening participation in computing efforts could address longstanding equity and disparity issues.

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Training of future primary school and computer science teachers in the structure of information systems

Ihnatenko,

Tolmachov,

Ryabko

2024

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The active renewal of teacher education is driven by the contradiction between the need for new specialists and the lack of a clear strategy for modernising the educational process. The purpose of this study was to highlight all aspects of the process of training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions. The study employed such research methods as comparison, synthesis, observation, analysis, and abstraction. The key findings suggest that Ukraine is undergoing educational reforms aimed at updating the content and improving teaching and learning methods. The study covered the objectives, content, methods, forms, means of teaching the discipline “Computer Science (Structure and Main Components of Information Systems)” studied by future primary school and computer science teachers who undergo their professional training in the educational programmes 013 “Primary Education and Computer Science”, 014 “Secondary Education (Labour Training and Technologies. Computer Science)” at Oleksandr Dovzhenko Hlukhiv National Pedagogical University. The study analysed the latest publications on the subject matter of the study. Based on the analysis of the possibilities and concrete potentials of using information technologies, the expediency of their introduction into personal and professional development of future primary school specialists was determined, the principal conditions for their use and for the developed teacher in the educational information system were highlighted. The study highlighted the content of classes aimed at developing information and communication skills and other key competences of future primary school and computer science teachers in studying the subject “Computer Science (Structure and main components of information systems)”. The conclusions of this study state that the methodological recommendations for the organisation of practical classes in the course provide pedagogical support to teachers and contribute to the creation of a favourable learning and cognitive atmosphere during training. The practical significance of this study is to build a qualitative model that aims to improve the training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions

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Developing K-8 Computer Science Teachers' Content Knowledge, Self-efficacy, and Attitudes through Evidence-based Professional Development

Cited by 3 publications

References 20 publications

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

Self-Efficacy of PCK: An Exploration of Indonesian Prospective Physics Teacher Perspectives

Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 Education

Training of future primary school and computer science teachers in the structure of information systems

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