Ata uhi

Pre-Service Teachers’ Perception of Programming Education

I tiakina i:
I whakaputaina i:Sage Open vol. 15, no. 1 (Jan 2025)
Kaituhi matua: Sanusi, Ismaila Temitayo
Ētahi atu kaituhi: Cudjoe, Enoch Shadrack, Musa Adekunle Ayanwale, Adepoju, Bisola
I whakaputaina:
SAGE PUBLICATIONS, INC.
Ngā marau:
Teaching
Preservice teachers
Education
Popes
Computer science
Confirmatory factor analysis
Computer assisted instruction > CAI
Machine learning
Higher education
Professional training
Teachers
Development programs
Information technology
Educational systems
Development policy
Student teachers
Teacher education
Communications technology
Structural equation modeling
Factor analysis
Attitudes
Reasoned action theory
Public schools
Preservice training
Educational programs
Professional development
Computers
Educational Technology
Structural Equation Models
Teacher Education Programs
Preservice Teacher Education
Programming
Urunga tuihono:Citation/Abstract
Full text outside of ProQuest
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Whakarāpopotonga:The increased trend of incorporating computer programming in the basic education system across countries requires the training of new educators. However, the current effort to increase the number of teachers teaching programming is through professional development programs for computer science (CS) teachers and from other content areas. Meanwhile, pre-service teachers within the CS teacher preparation program should be prepared for the subject implementation to support the push for programming education. While the CS pre-service teachers statutorily would complete programming courses as part of their program, there is a need to understand their perspectives towards teaching programming in schools. Hence, this study investigated programming education from the perspective of pre-service teachers concerning programming understanding, expectation, and support. We adapted and validated the POPE (perception of programming education) survey which has been utilized to examine various education stakeholders’ attitude-intention-behavior within the theoretical framework of the Theory of Reasoned Action. Our study participants were 294 Information and Communication Technology education pre-service teachers in a public university in Ghana. To analyze the participants’ responses, AMOS software version 26.0 was used to perform Confirmatory Factor Analysis and structural equation modeling. Results confirmed the hypotheses, while the demographic variables have no significant effect on the three programming dimensions. This study concludes by highlighting the study’s implications for policy and practices and suggesting future research agendas.
ISSN:2158-2440
DOI:10.1177/21582440251327019
Puna:Social Science Database