BibTeX:

@inproceedings{10.1145/3502717.3532130,
author = {Faherty, Roisin and Quille, Keith and Becker, Brett A.},
title = {Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum},
year = {2022},
isbn = {9781450392006},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
url = {https://doi.org/10.1145/3502717.3532130},
doi = {10.1145/3502717.3532130},
abstract = {In 2021 CSINC (a TU Dublin research group) launched their online Computer Science MOOC called CSLINC(Computer Science Inclusive Learning Environment). CSLINC provides a suite of eight week courses in computer science (CS) which are scaffolded for teachers to support their delivery in the classroom Quille22. The uptake for CSLINC was significant with 230 teachers delivering material to 12,000 students. The goals of CSLINC are to attempt to change CS perceptions and increase the number of students choosing Leaving Certificate Computer Science (LCCS) and also to increase teacher programming self-efficacy in the delivery of CS materials, thus leading to more teachers considering to deliver the formal curricula. Previous research conducted in the area of teacher programming self-efficacy found that programming self-efficacy is lower for formal-curricula second-level CS teachers compared to CS1 Students Faherty21. In the study teachers were attending CPD aimed at those teaching or planning to teach the LCCS subject at upper second level. The purpose of this pilot study is to do an initial comparison between the programming self-efficacy of teachers who have used CSLINC (who do not deliver formal CS curricula) in the classroom compared to the teachers who are or were planning to deliver LCCS (formal curricula).},
booktitle = {Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2},
pages = {619},
numpages = {1},
location = {Dublin, Ireland},
series = {ITiCSE '22}
}

EndNote:

%0 Conference Paper
%T Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum
%@ 9781450392006
%U https://doi.org/10.1145/3502717.3532130
%R 10.1145/3502717.3532130
%B Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2
%I Association for Computing Machinery
%A Roisin Faherty
%A Keith Quille
%A Brett A. Becker
%D 2022
%P 619
%C Dublin, Ireland

ACM:

Roisin Faherty, Keith Quille, and Brett A. Becker. 2022. Comparing the Programming Self-Efficacy of Teachers Using CSLINC to Those Teaching the Formal National Curriculum. In Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2 (ITiCSE '22). Association for Computing Machinery, New York, NY, USA, 619. https://doi.org/10.1145/3502717.3532130