Computational thinking in primary education
effects of continuing education on teachers self-efficacy perception
Abstract
This article aims to analyze the impact of the LetProg program on the self-efficacy of teachers in the municipal school system of Porto Alegre, investigating the extent to which participation in this in-service teacher training influences their perceived ability to integrate computational thinking into their pedagogical practices. This quantitative, quasi-experimental study examined self-efficacy levels among elementary school teachers by comparing two groups: those who participated in the LetProg training and those who did not. Data were collected using a questionnaire based on Bandura’s self-efficacy theory, adapted to the context of computational thinking. Statistical analysis was conducted using the independent samples t-test. The results revealed a statistically significant difference in one of the ten evaluated items, related to learning through observation, suggesting that LetProg contributes to strengthening teachers’ self-efficacy in this area.
Keywords: Computational thinking; In-service teacher training; Teacher self-efficacy; K–12 education.
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