Abstract
The growing demand for digital literacy, computer science (CS), and computational thinking (CT) has taken traction in U.S. schools. The emphasis on teaching these skills in the classroom demands teachers who are prepared to teach such content and skills. However, there has been limited research on preservice teacher self-efficacy for teaching CS to elementary-aged students even though a body of research related to teacher efficacy has supported positive changes in student learning. The purpose of the mixed-method research was to examine over 30 preservice teachers' self-efficacy in teaching CS lessons to elementary-aged students. Findings included improved efficacy, confidence, and positive perceptions about teaching CS from pre-to post-test surveys, focus-group interviews, and written reflections. Three prominent topics emerged from qualitative data and consisted of: (1) lack of familiarity of concepts caused nervousness; (2) peer and content support to ease implementation; (3) developing enthusiasm of the content through multiple exposures.
TopTheoretical Framework
Quality instruction for learning any content revolves around teachers’ knowledge of the content, their confidence levels, and preparation experiences. This research was driven by the conceptual understanding of teachers’ self-efficacy including content with CS/STEM and preservice teachers’ preparation of related content in coursework including field-based experiences.
Key Terms in this Chapter
Teacher Preparation Programs: Designed for education, students preparing for state credential and licensing requirements to become a teacher.
Teacher Efficacy: An individual’s beliefs in their ability to impact student success.
Interdisciplinary Instruction: A method used by educators to teach across curriculum and disciplines.
STEM: An acronym commonly used for science, technology, engineering, and technology.
Preservice Teacher: A term used to identify candidates in their preparation to become a licensed teacher.