Assessing K-9 Teachers' Computational Thinking Skills

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Author(s): LeChen Zhang (Stockholm University, Sweden)and Jalal Nouri (Stockholm University, Sweden)
Copyright: 2020
Pages: 21
Source title: Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Patrick Wachira (Cleveland State University, USA)
DOI: 10.4018/978-1-7998-1479-5.ch008

Keywords: Education / Educational Technologies / Information Science Reference / K-12 Education

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Abstract

Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

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Assessing K-9 Teachers' Computational Thinking Skills

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