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Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT
Education and Information Technologies ( IF 3.666 ) Pub Date : 2021-03-18 , DOI: 10.1007/s10639-021-10487-2
Danielle Cadieux Boulden , Arif Rachmatullah , Kevin M. Oliver , Eric Wiebe

Despite a growing recognition that K-12 teachers should be prepared to teach students computational thinking (CT) skills across disciplines, there is a lack of valid instrumentation that measures teachers’ efficacy beliefs to do so. This study addresses this problem by developing and validating an instrument that measures in-service teachers’ self-efficacy beliefs for teaching CT. In parallel, we conducted a regression analysis to predict teachers’ self-efficacy and outcome expectancy beliefs for teaching CT based on demographic traits of the respondents. We surveyed a total of 330 K-12 in-service teachers. A combination of classical test theory and item response theory Rasch was used to validate the instrument. Our results yielded a valid and reliable tool measuring teaching efficacy beliefs for CT. Based on the differential item functioning analysis, the instrument did not reflect bias with gender, race, or teaching experience. Additionally, a regression analysis did not reveal significant predictors using teachers’ demographic characteristics. This suggests a need for looking at other factors that may significantly predict K-12 teachers’ teaching efficacy beliefs for CT to inform theory and practice around successful CT teaching and learning. Furthermore, we provide implications for the instrument we have developed.



中文翻译:

测量在职教师的自我效能以教授计算思维:T-STEM CT的开发和验证

尽管越来越多的人认识到K-12教师应准备跨学科教授学生的计算思维(CT)技能,但仍缺乏有效的工具来衡量教师的效能信念。这项研究通过开发和验证一种可测量在职教师进行CT教学的自我效能信念的工具来解决此问题。同时,我们根据受访者的人口统计学特征,进行了回归分析,以预测教师的自我效能感和预期成果信念,以教授CT。我们总共调查了330名K-12在职教师。结合经典测试理论和项目响应理论Rasch来验证该仪器。我们的结果产生了一种有效且可靠的工具,可以测量CT的教学效果信念。根据差异项功能分析,该工具未反映性别,种族或教学经验方面的偏见。此外,回归分析并未利用教师的人口统计学特征揭示重要的预测因素。这表明需要寻找其他因素,这些因素可能会显着预测K-12教师的CT教学效能信念,从而为成功的CT教学提供理论和实践指导。此外,我们提供了对我们开发的工具的启示。这表明需要寻找其他因素,这些因素可能会显着预测CT的K-12教师的教学效能信念,以为成功的CT教学提供理论和实践信息。此外,我们提供了对我们开发的工具的启示。这表明需要寻找其他因素,这些因素可能会显着预测CT的K-12教师的教学效能信念,以为成功的CT教学提供理论和实践信息。此外,我们提供了对我们开发的工具的启示。

更新日期:2021-03-19
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