Preservice computer science teachers’ beliefs, motivational orientations, and teaching practices

ABSTRACT

This multiple case study sought to examine preservice computer science teachers’ beliefs, motivational orientations, and teaching practices, as currently, they remain to be adequately researched. Eight participants were selected via maximum variation sampling for this study of trainee teachers during their first practicums in Turkey. Trainee teachers were observed in the natural setting of a computer science classroom during their teaching try-outs. Interviews were conducted with them on either side of their pre-planned lessons. Results show that teacher efficacy, self-efficacy related to using and integrating technology, and classroom management influenced participants’ teaching practices. Further research is necessary to examine the consistencies and contradictions between preservice CS teachers’ beliefs and practices and how these change during field experience and exemplify good practice for the benefit of CS education.

KEYWORDS:

• Teacher beliefs
• teaching practice
• motivational orientations
• computer science teacher education
• multiple case study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Büşra Kartal

Büşra Kartal, Ph. D., is a research assistant at the Faculty of Education of the Kırşehir Ahi Evran University. Her research focuses on teacher beliefs, preservice teacher education, and technological pedagogical content knowledge. ORCID: 0000-0003-2107-057X

Uğur Başarmak is an associate professor at the Faculty of Education of the Kırşehir Ahi Evran University. His research focuses on computer science teacher education, instructional technologies, technology integration, and digital teaching materials. ORCID:0000-0002-2762-1806