Self-efficacy Profiles for Computer Science Teachers
Self-efficacy Profiles for Computer Science Teachers
复制标题
计算机科学教师的自我效能感
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Phil Sands
中科院分区：
文献类型：
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作者：
Aman Yadav;A. Lishinski;Phil Sands
本研究旨在探讨未来计算机科学教师的自我效能感，以及可能与自我效能感差异相关的背景因素。采用聚类分析方法对教师的自我效能感进行了分析，并建立了三个自我效能感量表。然后，就他们的教学背景经历的几个分类变量，检查集群之间的差异。本研究结果表明，教师计算机科学教学的自我效能感随其学术背景而变化，但不受其他背景特征的影响，如教学经验的多少或先前的计算机科学经验水平。
This study examines the self-efficacy of prospective computer science teachers and the background factors that may be related to differences in their self-efficacy. The self-efficacy profiles of teachers were examined using cluster analysis, and three self-efficacy profiles were established. Then the differences between clusters were examined with respect to several categorical variables regarding their teaching background experiences. The results of this study show that teachers' self-efficacy for teaching computer science varies with their academic background, but not with other background characteristics like their amount of teaching experience or prior experience level with CS.