Assisting in a computer science education centre as a field-based internship for pre-service teachers

Figures & data

Figure 1. Research design; CS = computer science; PCK = pedagogical content knowledge.

Table 1. Descriptive statistics for the scales.

	Intervention group (n = 13)				Control group (n =34)
	T1		T2		T1		T2
	M	SD	M	SD	M	SD	M	SD
Attitudes about teaching CS	5.23	.55	5.17	.80	4.97	.76	4.93	.74
Belief in the effectiveness of CS	4.70	.84	4.90	1.01	4.27	.81	3.88	1.10
Self-efficacy for teaching CS	4.90	.63	5.23	.75	4.46	.78	4.70	.98
Mentor CS support	3.91	.87	3.95	.88	3.25	1.23	3.28	1.21
Faculty CS support	3.63	.84	3.91	.83	3.58	1.22	3.60	.91
Peer CS support	4.26	.76	4.97	.63	3.63	.90	3.78	1.13
CK	5.04	.56	5.13	.63	4.42	.78	4.69	.69
PK	4.51	.75	4.44	.74	4.17	.86	4.42	.70
PCK	4.29	1.04	4.13	1.24	3.76	.88	3.97	1.06

Note: N= 47; 6-point Likert scale (6 = strongly agree, 5 = agree, 4 = somewhat agree, 3 = somewhat disagree, 2 = disagree, and 1 = strongly disagree); CS = computer science; CK = content knowledge; PK = pedagogical knowledge; PCK = pedagogical content knowledge.

Table 2. Inter-correlations among the scales at Time 1.

		1	2	3	4	5	6	7	8
1	Attitudes about teaching CS
2	Belief in the effectiveness of CS	.52**
3	Self-efficacy for teaching CS	.36*	.38**
4	Mentor CS support	.16	.22	.29*
5	Faculty CS support	.10	.22	.21	.80**
6	Peer CS support	.31*	.36*	.50**	.31*	.12
7	CK	.49**	.35**	.59**	.24	.12	.43**
8	PK	.41**	.43**	.54**	.37*	.19	.41**	.67**
9	PCK	.40**	.32*	.71**	.43*	.27	.50**	.41**	.50**

N = 47; **all coefficients are significant at p < .01; *all coefficients are significant at p < .05; CS = computer science; CK = content knowledge; PK = pedagogical knowledge; PCK = pedagogical content knowledge.

Table 3. Results of the analysis of variance for belief in the effectiveness of computer science for learning by time and group.

Source	Df	MS	F	p	ƞ^2
Time	1	.099	.271	.606	.006
Time × group	1	1.303	3.567	.066	.077

N = 47; 6-point Likert scale (6 = strongly agree, 5 = agree, 4 = somewhat agree, 3 = somewhat disagree, 2 = disagree, and 1 = strongly disagree).

Table 4. Results of the analysis of variance for peer computer science support by time and group.

Source	Df	MS	F	p	ƞ^2
Time	1	3.781	9.066	.004	.174
Time × group	1	1.306	3.131	.084	.068

N = 47; six-point Likert scale (6 = strongly agree, 5 = agree, 4 = somewhat agree, 3 = somewhat disagree, 2 = disagree, and 1 = strongly disagree).

Figure 2. Means for positive and negative emotions of pre-service teachers over time (intervention group only); N = 73 time-points; a 10-point scale with two poles (1 = not at all true and 10 = absolutely true) was used to assess the pre-service teachers’ momentary (states) emotions.

Table 5. Results of the regression analyses for emotions over time.

		1 Enjoyment		2 Pride		3 Insecurity		4 Discomfort
	Variable	Β	p	Β	p	Β	p	Β	p
1	Time	.21	0.66
2	Time			.10	3.94
3	Time					−.35	.001**
	Internship yes					−.40	.000**
4	Time							−.22	.047*
	Internship yes							−.23	.043*

N = 13 × 6 time points; 10-point scale with two poles (1 = not at all true and 10 = absolutely true); **All coefficients were significant at p < .01; *all coefficients were significant at p < .05.

Table

Construct	Item	Statement
Pedagogical knowledge α = .71/.71	PK 01	My pedagogical knowledge from the TU enables me to integrate computer science into the classroom.
	PK 02	During my education at the TU, I was able to observe lessons with computer science applications to enhance my own teaching skills.
	PK 03	Through my education at the TU, I acquired the ability to convey knowledge in an easily understandable way using computer science.
Content knowledge α = .80/.71	CK 01	My computer science expertise acquired at the TU enables me to integrate computer science into the classroom.
	CK 03	In computer science education, I acquired knowledge that enables me to meet the demands of teaching.
	CK 04	I have the subject knowledge to implement computer science instruction well.
Pedagogical content knowledgeα = .82/.88	PCK 01	In my lessons, I applied computer science to enhance student learning of specific subject content.
	PCK 02	I designed lessons that best combined specific subject content, computer science applications, and instructional methods.
	PCK 03	I designed lessons that optimally combined subject knowledge, computer science applications, and teaching methods.
Mentor support for teaching computer science α = .88/.88	ME 01	My mentor encourages me to use computer science in the classroom.
	ME 02	I can ask my mentor for advice on the use of computer science during classroom practice.
	ME 03	My mentor can recommend appropriate applications in computer science for appropriate teaching sequences.
Peer support for teaching CS α = .68/.86	PE 01	I can ask students in my mentoring group for advice on how to apply computer science in the classroom.
	PE 02	I can share my experiences about integrating computer science into the classroom with students in my mentoring group.
	PE 03	I can give advice to someone in my mentorship group on how to apply computer science in the classroom.
Faculty computer science support α = .88/.75	PL 01	My internship supervisor can advise me when I want to use computer science in the classroom.
	PL 02	My internship supervisor can support me when I want to integrate computer science into the classroom.
	PL 03	My internship supervisor encourages me to integrate computer science into the classroom.
Beliefs about the effectiveness of computer science learning α = .71/.89	BLF 01	I believe that teaching integrating computer science is more effective than traditional teaching.
	BLF 02	I believe that computer science is critical to improving student learning.
	BLF 03	I believe that student motivation is increased by using computer science.
Self-efficacy beliefs about teaching computer science α = .81/.92	Self-efficacy 01	I have confidence in my ability to use applications of computer science for teaching in my next lessons.
	Self-efficacy 02	I have sufficient skills to design lessons with the use of computer science.
	Self-efficacy 03	I have the confidence to design a learning activity for students to use computer science applications.
Attitudes toward computer science teaching α = .68/.80	Attitude 01	I feel that teachers should have the ability to integrate computer science into the classroom.
	Attitude 02	I think teachers should take time to plan activities related to computer science.
	Attitude 03	I think that teachers should be experts in using computer science in the classroom.

Note: TU = University of teacher education; Cronbach’s α values for t1/t2; 6-point Likert scale (6 = strongly agree, 5 = agree, 4 = somewhat agree, 3 = somewhat disagree, 2 = disagree, and 1 = strongly disagree); PK = pedagogical knowledge; CK = content knowledge; PCK = pedagogical content knowledge; ME = mentor; PE = peer; CS = computer science; PL = faculty; BLF = belief.