Self-efficacy Profiles for Computer Science Teachers

被引：5

作者：

Yadav, Aman ^{[1
]}

Lishinski, Alex ^{[2
]}

Sands, Phil ^{[1
]}

机构：

[1] Michigan State Univ, E Lansing, MI 48824 USA

[2] Univ Tennessee, Knoxville, TN USA

来源：

PROCEEDINGS OF THE 52ND ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, SIGCSE 2021 | 2021年

基金：

美国国家科学基金会;

关键词：

K-12; education; teacher self-efficacy; professional development; PROFESSIONAL-DEVELOPMENT; BELIEFS; DETERMINANTS; IMPACT;

D O I：

10.1145/3408877.3432441

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

This study examines the self-efficacy of prospective computer science teachers and the background factors that may be related to differences in their self-efficacy. The self-efficacy profiles of teachers were examined using cluster analysis, and three self-efficacy profiles were established. Then the differences between clusters were examined with respect to several categorical variables regarding their teaching background experiences. The results of this study show that teachers' self-efficacy for teaching computer science varies with their academic background, but not with other background characteristics like their amount of teaching experience or prior experience level with CS.

引用

页码：302 / 308

页数：7

共 52 条

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