How Mentors Shape Preservice Teachers’ Interest in Computational Thinking: The Influence of Mentor Orientations

• In Event: Rethinking Learner Engagement in the Age of Intelligent Systems

Abstract

This study examines how mentor teachers’ computational thinking (CT) orientations (familiarity, learning motivation, and utility perception) influence preservice teachers’ (PSTs) interest (triggered situational interest, maintained situational interest, and personal interest) during elementary science field placements. Integrating situated expectancy-value and social cognitive theories, we analyzed pre-/post-course interest measures from 69 PSTs in a CT-integrated science methods course, assessing relationships with their perceptions of mentor teachers’ CT orientations. ANCOVAs controlling for baseline interest revealed that perceived mentor motivation and utility perception significantly predicted PSTs’ CT interest, while perceived mentor familiarity did not play a significant role. Results suggested that motivational support and advocacy are more impactful than technical expertise, and teacher preparation should focus on cultivating mentors’ motivational dispositions toward CT.

Authors

• Yuanhua Wang, West Virginia University

• Ugur Kale, Indiana University

• Melissa Beth Sherfinski, West Virginia University