Exploring the Relationship among Motivational Constructs and Preservice Teachers' Use of Computational Thinking in Classrooms

Autor/inn/en	Akcaoglu, Mete; Özcan, Meryem Seyda; Hodges, Charles B.
Titel	Exploring the Relationship among Motivational Constructs and Preservice Teachers' Use of Computational Thinking in Classrooms
Quelle	In: Computers in the Schools, 40 (2023) 2, S.213-229 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akcaoglu, Mete) ORCID (Özcan, Meryem Seyda) ORCID (Hodges, Charles B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2023.2172987
Schlagwörter	Computation; Thinking Skills; Preservice Teachers; Self Efficacy; Motivation; Preservice Teacher Education; Value Judgment; Computer Software + Suchen Sie Ihr Suchwort? Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; psychologische; Motivation (psychologisch); Lehramtsstudiengang; Lehrerausbildung; Werturteil
Abstract	As a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers' (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01