Computer Science Teachers' Perceptions, Beliefs and Attitudes on Computational Thinking in Greece

• Published in: Informatics in education Vol. 18; no. 2; pp. 227 - 258
• Main Authors: FESSAKIS, Georgios, PRANTSOUDI, Stavroula
• Format: Journal Article
• Language: English
• Published: Vilnius Vilniaus Universiteto Leidykla 2019; Vilnius University Press; Institute of Mathematics and Informatics; Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences; Vilnius University
• Subjects: Algorithms; Attitudes; Beliefs; College Faculty; Competence; Competition; Compulsory Education; Computational Thinking; Computer science; Computer Science Education; computer science teacher; Computer Use; Data Analysis; Education; Educational Background; Educational Technology; Elementary School Teachers; Elementary Secondary Education; Faculty Development; Foreign Countries; Grades (Scholastic); ICT Information and Communications Technologies; Influence of Technology; Information Science; Instructional Materials; Logical Thinking; Misconceptions; Negative Attitudes; Pedagogical Content Knowledge; perceptions; Problem Solving; Program Design; Programming; Questionnaires; Science Teachers; Scientists; Secondary School Teachers; STEM Education; TAM; Teacher Attitudes; Teacher Characteristics; Teacher Education Programs; Teacher Effectiveness; Teacher Surveys; Teachers; Teaching Methods; Technological Literacy; Technology Acceptance Model; Technology Integration; Technology utilization; Thinking Skills; World Problems; Greece; TAM; TRA; perceptions; attitudes; beliefs; Computational Thinking; computer science teacher
• ISSN: 1648-5831; 2335-8971
• DOI: 10.15388/infedu.2019.11

The role of teachers is very important for the educational utilization of Computational Thinking (CT) and its integration in education. As with any innovation, CTs' successful integration considerably depends on the perceptions, beliefs and attitudes of the teachers who will be asked to implement it. The study of these characteristics, concerning Computer Science (CS) teachers in Greece, was the objective of a survey research, theoretically supported by the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM). Findings reveal intense interest of participants on CT and their willingness to participate in professional development programs. Participants also reveal misconceptions of CT and negative attitudes toward its integration in education, that require further study and discussion. The researchers propose directions for the design and implementation of appropriate teachers training programs, while the findings can be exploited to support any effort of integrating CT in education.