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From Potential to Practice: Training as a Promoter of Self-Efficacy in Computational Thinking for Pre-service Primary School Teachers

2025Artigo científico Acesso aberto
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dc.contributor.authorRodrigues, Rita Neves
dc.contributor.authorCosta, Cecília
dc.contributor.authorAbbasi, Maryam
dc.contributor.authorBrito-Costa, Sónia
dc.contributor.authorMartins, Fernando Manuel Lourenço
dc.date.accessioned2026-05-20T14:09:43Z
dc.date.available2026-05-20T14:09:43Z
dc.date.issued2025
dc.description.abstractBackground/purpose. Computational Thinking is a fundamental problem-solving skill. As its importance has been recognized by the scientific community, it has been incorporated into the curricula of several countries to foster its development from the earliest years of schooling. Therefore, it is essential to design training programs that equip teachers to integrate this skill into their practice. Since self-efficacy influences learning, these programs should include strategies to enhance participants' perception of self-efficacy. Thus, the aim of this study is to evaluate pre-service primary school teachers’ perceptions of self-efficacy in Computational Thinking within the context of a training program implementation. Materials/methods. A mixed-methods approach was followed to analyze the impact of the training program, implemented over nine months, on the perception of self-efficacy in Computational Thinking among 38 pre-service primary school teachers enrolled at a higher education institution in mainland Portugal. Quantitative data were collected using the Computational Thinking Self-Efficacy Scale at Pre- and Post-Intervention phases. Qualitative data were gathered throughout the intervention, including task resolutions, lesson plans, critical reflections, photography, videos, and transcriptions of audio records. Results. The results revealed statistically significant differences in all four analyzed dimensions of self-efficacy (Abstraction, Reasoning, Decomposition, and Generalization) between the Pre-Intervention and Post-Intervention phases. Conclusion. This study presents an approach that improves pre-service primary school teachers’ self-efficacy in Computational Thinking through the implementation of a training program within Initial Teacher Training.eng
dc.identifier.doi10.22521/edupij.2025.17.346
dc.identifier.issn2564-8020
dc.identifier.urihttp://hdl.handle.net/10400.26/63217
dc.language.isoeng
dc.peerreviewedyes
dc.publisherUniversitepark
dc.relationUIDB/50008/2023
dc.relationUIDB/05198/2023
dc.relationUIDB/00194/2023
dc.relationUID/06185/2023
dc.relation2022.09720.BD
dc.relationCEECINST/00077/2021
dc.relation.ispartofEducational Process International Journal
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectComputational thinking
dc.subjectSelf-efficacy
dc.subjectInitial teacher training
dc.subjectTeacher Training Program
dc.subjectPrimary School
dc.titleFrom Potential to Practice: Training as a Promoter of Self-Efficacy in Computational Thinking for Pre-service Primary School Teacherseng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleEducational Process: International Journal
oaire.citation.volume17
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMartins
person.givenNameFernando Manuel Lourenço
person.identifier0000000070715256
person.identifier.ciencia-id8512-5BB4-6DFD
person.identifier.orcid0000-0002-1812-2300
person.identifier.ridAAK-6934-2020
person.identifier.scopus-author-id57217191490
relation.isAuthorOfPublication805fc13a-0e76-4f11-9d4c-0dc177f8145c
relation.isAuthorOfPublication.latestForDiscovery805fc13a-0e76-4f11-9d4c-0dc177f8145c

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