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Computing and Engineering in Elementary School: The Effect of Yearlong Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering

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Title: Computing and Engineering in Elementary School: The Effect of Yearlong Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering
Language: English
Authors: Rich, Peter Jacob, Jones, Brian Lindley, Belikov, Olga, Yoshikawa, Emily, Perkins, McKay
Source: International Journal of Computer Science Education in Schools. Jan 2017 1(1).
Availability: International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Computer Science Education, Engineering Education, Elementary Education, Elementary School Teachers, Inservice Teacher Education, Self Efficacy, Teacher Attitudes, Beliefs, STEM Education, Faculty Development, Mixed Methods Research, Comparative Analysis, Teacher Surveys, Semi Structured Interviews, Observation, Program Effectiveness, Likert Scales
ISSN: 2513-8359
Abstract: STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers' self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers' self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher's level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.
Abstractor: ERIC
Entry Date: 2019
Accession Number: EJ1207620
Database: ERIC
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  Data: STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers&#39; self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers&#39; self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p &lt; 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher&#39;s level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1207620
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Beliefs
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Mixed Methods Research
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Likert Scales
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      – TitleFull: Computing and Engineering in Elementary School: The Effect of Yearlong Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering
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