Abstract

This study sought to identify factors that affect teachers’ beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computing teacher development and taught coding to elementary students over one school year. Teachers’ self-efficacy for coding and computational thinking increased significantly as they taught coding, while their teaching efficacy for computing increased the most. The resulting 33-item TBaCCT provides a validated scale that can be used to measure elementary teacher beliefs about computing education as they engage in teacher professional development.

摘要

本研究试图找出影响教师在课堂上教授计算机的信念的因素。通过回顾现有的量表和对计算的研究，我们创建了关于编码和计算思维的教师信念 (TBaCCT) 量表。通过验证性因素分析和结构方程模型，我们使用来自美国八个学区的 245 名小学教师的数据验证了该量表，这些教师参与了计算教师发展并在一学年内向小学生教授编码。教师在编码和计算思维方面的自我效能感随着他们教授编码而显着提高，而他们在计算方面的教学效能提高最多。