Developing Preschool Teachers’ Computational Thinking Knowledge, Attitudes, Beliefs, and Teaching Self-Efficacies
A Curriculum-Based Professional Development Program
Bibliographic Data
| ID | 22165879 |
|---|---|
| Authors | Anika Saxena (0000-0002-8527-6238, Education University of Hong Kong, corresponding author), Ming Ming Chiu (0000-0002-5721-1971, Education University of Hong Kong) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-05-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.889116 |
| OpenAlex | W4281742266 |
| Language | EN |
| Citations received | 8 |
| References cited | 39 |
Grounded in transformative teacher development through the curriculum-based professional learning (CBPL) approach to teaching-learning, this exploratory study surveyed the computational thinking (CT) views of 25 in-service teachers before and after their CT professional development programme workshops. Multivariate outcome multilevel cross-classification analysis showed that after their workshops, these teachers changed their CT knowledge, CT attitudes, CT beliefs, and CT teaching self-efficacy. Teachers reporting greater CT knowledge than others felt greater overall CT teaching self-efficacy, including for both plugged and unplugged CT activities. Moreover, teachers who reported a school culture of sharing and teamwork or sufficient school resources for CT activities were more likely than other teachers to have greater teaching self-efficacy for plugged CT activities or CT activities overall. These results highlight the importance of school culture, school technology resources, and teachers’ reported CT knowledge to their CT teaching self-efficacy
Cognitively Guided Instruction · Curriculum · Faculty Development · Mathematics education · Medical education · Pedagogy · Professional development · Self-efficacy · Teamwork · Transformative learning · Evolutionary Algorithms and Applications · Genetics, Bioinformatics, and Biomedical Research · Medicine · Psychology · Teaching and Learning Programming
Teacher learning and preschoolers’ STEM habits of mind
Continuing professional development in teachers
A conceptual participatory framework for integrating coding and robotics in early childhood education
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers
The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs
Teacher continuous professional development in climate change education
Teaching computational thinking to children in head start classrooms
The impact of early childhood care and education training programs on educator outcomes
Exercise of Human Agency Through Collective Efficacy
First principles of instruction
Adaptive linear step-up procedures that control the false discovery rate
Bringing computational thinking to K-12
Computational thinking and tinkering
How Much Should We Trust Differences-In-Differences Estimates?
Technological Pedagogical Content Knowledge
Measuring teacher beliefs about coding and computational thinking
Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking
Multilevel Statistical Models
Multilevel Analysis
Confidence Limits for the Indirect Effect
Paper Circuits
Computational Thinking and Media & Information Literacy
Using thematic analysis in psychology
Teacher professional development in Teaching and Teacher Education over ten years
| Unique citing works | 8 |
|---|---|
| Citations per year | 4 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |