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The Effects of Preschool Teachers' Professional Development in Computational Thinking: Teachers' Self-Efficacy and Young Children's Computational Concepts

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Title: The Effects of Preschool Teachers' Professional Development in Computational Thinking: Teachers' Self-Efficacy and Young Children's Computational Concepts
Language: English
Authors: Ju-Yeon Park, Haesung Im, Sung-Ae Kim
Source: Educational Technology & Society. 2024 27(4):53-68.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Teachers, Professional Development, Computation, Mental Computation, Self Efficacy, Preschool Children, Teacher Student Relationship, Critical Thinking, Problem Solving, Foreign Countries
Geographic Terms: South Korea (Seoul)
ISSN: 1176-3647
1436-4522
Abstract: Although research has demonstrated that introducing computational thinking (CT) benefits young children, there has been a lack of systematic professional development (PD) opportunities for preschool teachers. The current study investigated the impact of Teaching through Interaction-Plus (TTI-P) on preschool teachers' self-efficacy in teaching CT to preschool children, which focuses on high-quality teacher-child interaction. A quasi-experimental design was used to train 23 in-service preschool teachers and 111 children in the TTI-P program for 15 weeks. A control group consisting of six teachers and 75 children was also included. The results showed that the TTI-P training effectively increased preschool teachers' self-efficacy in teaching CT. Additionally, children in the experimental group showed better CT skills than those in the control group. Based on findings from the current study, we offer implications for supporting preschool teachers with high-quality interaction that promotes critical thinking and problem-solving skills during CT activities.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.j-ets.net/collection/published-issues/27_4
Accession Number: EJ1443335
Database: ERIC
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  Data: The Effects of Preschool Teachers' Professional Development in Computational Thinking: Teachers' Self-Efficacy and Young Children's Computational Concepts
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  Data: <searchLink fieldCode="AR" term="%22Ju-Yeon+Park%22">Ju-Yeon Park</searchLink><br /><searchLink fieldCode="AR" term="%22Haesung+Im%22">Haesung Im</searchLink><br /><searchLink fieldCode="AR" term="%22Sung-Ae+Kim%22">Sung-Ae Kim</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2024 27(4):53-68.
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  Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
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  Label: Abstract
  Group: Ab
  Data: Although research has demonstrated that introducing computational thinking (CT) benefits young children, there has been a lack of systematic professional development (PD) opportunities for preschool teachers. The current study investigated the impact of Teaching through Interaction-Plus (TTI-P) on preschool teachers' self-efficacy in teaching CT to preschool children, which focuses on high-quality teacher-child interaction. A quasi-experimental design was used to train 23 in-service preschool teachers and 111 children in the TTI-P program for 15 weeks. A control group consisting of six teachers and 75 children was also included. The results showed that the TTI-P training effectively increased preschool teachers' self-efficacy in teaching CT. Additionally, children in the experimental group showed better CT skills than those in the control group. Based on findings from the current study, we offer implications for supporting preschool teachers with high-quality interaction that promotes critical thinking and problem-solving skills during CT activities.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 53
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Mental Computation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Korea (Seoul)
        Type: general
    Titles:
      – TitleFull: The Effects of Preschool Teachers' Professional Development in Computational Thinking: Teachers' Self-Efficacy and Young Children's Computational Concepts
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            NameFull: Haesung Im
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            NameFull: Sung-Ae Kim
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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              Value: 1176-3647
            – Type: issn-electronic
              Value: 1436-4522
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              Value: 27
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