Pre-Service Teachers’ Perception of Programming Education
I tiakina i:
| I whakaputaina i: | Sage Open vol. 15, no. 1 (Jan 2025) |
|---|---|
| Kaituhi matua: | |
| Ētahi atu kaituhi: | , , |
| I whakaputaina: |
SAGE PUBLICATIONS, INC.
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full text outside of ProQuest |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3185526402 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2158-2440 | ||
| 024 | 7 | |a 10.1177/21582440251327019 |2 doi | |
| 035 | |a 3185526402 | ||
| 045 | 2 | |b d20250101 |b d20250131 | |
| 100 | 1 | |a Sanusi, Ismaila Temitayo |u University of Eastern Finland, Joensuu, Finland | |
| 245 | 1 | |a Pre-Service Teachers’ Perception of Programming Education | |
| 260 | |b SAGE PUBLICATIONS, INC. |c Jan 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Teaching | ||
| 653 | |a Preservice teachers | ||
| 653 | |a Education | ||
| 653 | |a Popes | ||
| 653 | |a Computer science | ||
| 653 | |a Confirmatory factor analysis | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Machine learning | ||
| 653 | |a Higher education | ||
| 653 | |a Professional training | ||
| 653 | |a Teachers | ||
| 653 | |a Development programs | ||
| 653 | |a Information technology | ||
| 653 | |a Educational systems | ||
| 653 | |a Development policy | ||
| 653 | |a Student teachers | ||
| 653 | |a Teacher education | ||
| 653 | |a Communications technology | ||
| 653 | |a Structural equation modeling | ||
| 653 | |a Factor analysis | ||
| 653 | |a Attitudes | ||
| 653 | |a Reasoned action theory | ||
| 653 | |a Public schools | ||
| 653 | |a Preservice training | ||
| 653 | |a Educational programs | ||
| 653 | |a Professional development | ||
| 653 | |a Computers | ||
| 653 | |a Educational Technology | ||
| 653 | |a Structural Equation Models | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Preservice Teacher Education | ||
| 653 | |a Programming | ||
| 700 | 1 | |a Cudjoe, Enoch Shadrack |u University of Education, Winneba, Ghana | |
| 700 | 1 | |a Musa Adekunle Ayanwale |u University of Johannesburg, Auckland Park, Gauteng, South Africa | |
| 700 | 1 | |a Adepoju, Bisola |u The University of Texas at Tyler, USA | |
| 773 | 0 | |t Sage Open |g vol. 15, no. 1 (Jan 2025) | |
| 786 | 0 | |d ProQuest |t Social Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3185526402/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://journals.sagepub.com/doi/10.1177/21582440251327019 |