A Reflection on Preservice Teachers’ Knowledge and Skills in Teaching Computer Science

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Exploring Promising and Innovation Practices in Teacher Education (Table 32)

Abstract

Research in preservice teacher self-efficacy provides an understanding of their perceived confidence levels for teaching content. To date, there are few studies that investigate preservice teachers’ self-efficacy for the teaching of computer science (CS) at the elementary level. This study examined the perceptions and self-efficacy of 30 preservice teachers measuring their knowledge, confidence, and abilities to teach CS concepts to elementary students. Pre- and post-test surveys showed positive improvements in overall scores whereas individual teacher reflections noted important factors (e.g., support from classroom teachers; real-life examples) that promoted efficacious behaviors for the teaching of CS content. Findings shed light on current levels of self-efficacy and the continual need to include CS content and pedagogy in the preparation of preservice teachers.

Author

• Yune Kim Tran, Providence College