What is it about?
We used regression analysis to investigate if and how preservice teachers’ self-efficacy for teaching Computational Thinking (CT), their usage of CT tools, and their motivation (utility value) were (inter)related. We identified the associations between the three variables and found support for existing theories in the CT preservice education context.
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Why is it important?
It is important to understand what motivational factors impact pre-service teachers implementation or use of current concepts like Computational Thinking (CT). We found that CT tool usage and CT utility value were only associated through the mediation of self-efficacy, which seems to be the key component for usage.
Perspectives
Working on this research project was a good experience. Not only was the research team interesting, but the topic is relevant to needs locally and nationally and internationally as Computational Thinking is currently a topic of interest for many educators, especially in the STEM disciplines.
Professor of Instructional Technology Charles B. Hodges
Georgia Southern University
Read the Original
This page is a summary of: Exploring the Relationship among Motivational Constructs and Preservice Teachers’ Use of Computational Thinking in Classrooms, Computers in the Schools, February 2023, Taylor & Francis,
DOI: 10.1080/07380569.2023.2172987.
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