Developing preschool teachers’ computational thinking knowledge, attitudes, beliefs, and teaching self-efficacies: A curriculum-based professional development program

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Abstract

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. Copyright © 2022 Saxena and Chiu.
Original languageEnglish
Article number889116
JournalFrontiers in Education
Volume7
DOIs
Publication statusPublished - May 2022

Citation

Saxena, A., & Chiu, M. M. (2022). Developing preschool teachers’ computational thinking knowledge, attitudes, beliefs, and teaching self-efficacies: A curriculum-based professional development program. Frontiers in Education. Retrieved from https://doi.org/10.3389/feduc.2022.889116

Keywords

  • Computational thinking
  • Curriculum-based professional learning
  • Learning design
  • Preschool teachers
  • Early childhood education
  • Attitudes
  • Beliefs
  • Teaching self-efficacy

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