Assisting in a computer science education centre as a field-based internship for pre-service teachers
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Smit, R., Waibel, C. & Schmid, R. (2024). Assisting in a computer science education centre as a field-based internship for pre-service teachers. Computer Science Education. https://doi.org/10.1080/08993408.2023.2300554
Author(s)
External DOI
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
OA-Acknowledgement
This OA publication was made possible by the R&P contracts of the Swiss University Consortium.
Topic PHSG
Mathematische, Naturwissenschaftliche und Technische Bildung
Fields of Science and Technology (OECD)
Educational sciences
Abstract
Background and Context
To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles.
Objective
Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group.
Method
We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected.
Findings
Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions.
Implications
The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.
To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles.
Objective
Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group.
Method
We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected.
Findings
Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions.
Implications
The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.
Version
Published Version
Access Rights
Open Access
License Condition
CC BY 4.0 (International)
Rights Holder
Author(s)