Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter?

Abstract

Future teachers need to be confidently equipped to teach 21st century ICT skills. We investigated teaching self-efficacy (TSE) in ICT competencies among teacher students. We confirmed distinct ICT competencies among two cohorts from teacher training programs (n = 347; n = 428): practical (i.e., device and data management), and algorithmic (i.e., programming, and data security). Regression analyses indicated TSE-biases regarding younger age, male gender, and a background in natural sciences, with significant interactions between age, gender, and having learned such ICT-skills already in school. The findings point to a need for tailored strategies in teacher education to mitigate TSE disparities.