Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT

Boulden, Danielle; Rachmatullah, Arif; Oliver, Kevin; Wiebe, Eric N.

doi:10.1007/s10639-021-10487-2

Cited by 23 publications

(26 citation statements)

References 60 publications

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“…Accordingly, teachers' self-e cacy and outcome expectancy levels are essential determinants in integrating CT into their course processes. In this context, in this study, we aimed to adapt the T-STEM CT scale, developed by Boulden et al (2021), into Turkish and to carry out validity and reliability studies of the scale.…”

Section: Discussionmentioning

confidence: 99%

“…The interest of policymakers and educators regarding CT and the view that CT should be included in the curriculum (Boulden et al, 2021;Grover & Pea, 2013;Lai et al, 2021;Lindberg et al, 2019;Mohaghegh & McCauley, 2016) and with the wide acceptance of this view, it has become important to develop standards for teachers and students for the use of technology in learning and teaching processes (e.g. ISTE, 2016aISTE, , 2016b and to include CT among the basic skills that students should acquire.…”

Section: Conceptsmentioning

confidence: 99%

“…The T-STEM CT scale, developed by Boulden et al (2021), was adapted into Turkish in this study. The original scale consists of 2 factors (teachers' self-e cacy and outcome expectancy beliefs for teaching CT) and 13 items.…”

Section: Research Instruments and Data Analysismentioning

confidence: 99%

“…Sanford and Naidu (2016) accentuate the expectations of today's society and the need to train individuals who are competent in terms of CT skills to solve complex 21st-century problems. While Boulden et al (2021) state that CT is an integral part of the 21st-century life skill required for digital citizenship, Zhao et al (2022) highlight CT as an essential skill for the daily life of every citizen in the age of information technology. The concurrence that CT is a core skill to acquire requires (Atmatzidou & Demetriadis, 2016;Papadakis, 2022;Saritepeci, 2020;Wing, 2006Wing, , 2008 that K-12 level in-service teachers have the competence to teach and integrate CT into their classrooms (Saritepeci, 2021).…”

Section: Conceptsmentioning

confidence: 99%

“…Although the idea that K-12 teachers should teach students CT skills in an interdisciplinary context is heavily expressed, there is a need for a measurement tool in Turkish that measures teachers' self-e cacy in this regard. This study, Boulden et al (2021), it is aimed to adapt the T-STEM CT scale developed by Turkish and to carry out validity and reliability studies of the scale. The original scale consists of a 5-point Likert scale and 20 items.…”

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confidence: 99%

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Adaptation of T-STEM CT Scale to Turkish: Teacher self‑efficacy and outcome expectancy for teaching computational thinking

Sarıtepeci

Durak²

2022

Preprint

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Computational thinking (CT) skills are accepted as fundamental literacy. Although the idea that K-12 teachers should teach students CT skills in an interdisciplinary context is heavily expressed, there is a need for a measurement tool in Turkish that measures teachers' self-efficacy in this regard. This study, Boulden et al. (2021), it is aimed to adapt the T-STEM CT scale developed by Turkish and to carry out validity and reliability studies of the scale. The original scale consists of a 5-point Likert scale and 20 items. The participants of this study consisted of 168 teachers from different branches working in K-12. It was carried out by selecting for application purposes and a convenient sampling method. Various validity and reliability methods were used to validate the scale. As a result of the research, the validity and reliability of a Turkish tool measuring teaching efficacy beliefs for computational thinking skills were confirmed.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptsmentioning

confidence: 99%

Section: Research Instruments and Data Analysismentioning

confidence: 99%

Section: Conceptsmentioning

confidence: 99%

mentioning

confidence: 99%

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Adaptation of T-STEM CT Scale to Turkish: Teacher self‑efficacy and outcome expectancy for teaching computational thinking

Sarıtepeci

Durak²

2022

Preprint

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First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

Knie

Standl

Schwarzer

2022

Comp Applic In Engineering

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Over the last two decades, computational thinking (CT) has gained importance in discussions about competencies that students require to deal with complex problems in a world shaped by digitalization. Therefore, schools and teachers should integrate CT into their instructional practices. Particularly, the STEM (Science, Technology, Engineering, and Mathematics) subjects are seen as a meaningful context for embedding CT. Yet, there are only a few professional development programs that address STEM teachers and how to integrate CT. Thus, in our study, we redesigned an in‐service teacher training program. The redesigned program was offered in a blended‐learning format, consisting of alternating digital and face‐to‐face phases. As part of the digital phases, an interactive online self‐learning module on CT was introduced to foster transdisciplinary competencies in the field of STEM to solve complex problems. To identify the perceptions and development of the participants of the training program and the online module on CT a within‐subject design was used with a questionnaire survey, conducted with a pre‐post‐follow‐up design. The first results of the ongoing survey indicate high satisfaction with both the program itself and the online CT module. At the beginning of the program, about two‐thirds of the participating teachers were completely unfamiliar with the term CT, nevertheless, interest in the new topic was high. It was shown the program was able to create initial awareness of the meaning and importance of CT. In addition, teachers who have engaged with CT during the intervention seem to use CT‐related practices more often in the classroom afterward.

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Using Habermas’ construct of rationality to analyze students’ computational thinking: The case of series and vector

Urhan

2022

Educ Inf Technol

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Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT

Cited by 23 publications

References 60 publications

Adaptation of T-STEM CT Scale to Turkish: Teacher self‑efficacy and outcome expectancy for teaching computational thinking

Adaptation of T-STEM CT Scale to Turkish: Teacher self‑efficacy and outcome expectancy for teaching computational thinking

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

Using Habermas’ construct of rationality to analyze students’ computational thinking: The case of series and vector

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