Abstract
As a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers’ (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.
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