Preservice Teachers' Self-Efficacy and Computational Thinking: A Mixed-Methods Approach

• In Event: Division C Outstanding Graduate Student Research Posters

Abstract

As the preparation of teachers is essential to sustainably integrating computational thinking (CT) into K-12 education, we aim to investigate how preservice teachers develop self-efficacy in their ability to integrate CT into elementary science instruction. We recruited 60 pre-service teachers who participated in our CT-infused Elementary Science Methods Course. Teachers completed a survey that quantitatively measured their levels of self-efficacy before and after the course. They also submitted individual reflections about their own ability to integrate CT. Self-efficacy scores were higher after the course ended, a result that was validated by a qualitative analysis of reflections. We also identify the reasons for teachers’ varied levels of self-efficacy. Implications for teacher educators are discussed.

Authors

• Lautaro Cabrera, University of Maryland - College Park

• Merijke Coenraad, University of Maryland - College Park

• Kelly Mills, Digital Promise Global

• J. Randy McGinnis, University of Maryland

• Diane Jass Ketelhut, University of Maryland - College Park