Subject and educational beliefs of CS teachers: How career pathways can affect computer science education

Background and Context: The rapid expansion of computer science (CS) as a mandatory subject in K-12 education has created an urgent need for qualified teachers. Alternative certification pathways have led to a diverse CS teaching workforce with varied educational and professional experiences. Teachers’ beliefs - encompassing their attitudes, assumptions, and perceptions - are pivotal in shaping classroom practices and student outcomes. However, little research explores how diverse certification pathways influence these beliefs.

Objective: This study investigates subject- and educational related beliefs of German CS teachers from diverse professional backgrounds, examining how career pathways shape belief profiles and identifying key belief aspects in CS education.

Method: Twenty-three German CS teachers from traditional teacher training, advanced training programs, and lateral entry pathways participated in semi-structured interviews. Beliefs were analysed using a content-structuring form of qualitative content analysis based on Mo’s (2020) framework, categorizing them into theoretical, action and contextual dimensions.

Findings: Eight belief aspects were identified, including programming, thinking skills, practical orientation, and holistic understanding. Teachers exhibited three belief profiles: traditional degree holders emphasized thinking skills and holistic understanding; advanced training participants showed diverse profiles, often prioritizing media literacy; lateral entrants focused on practical applications and content matter.

Implications: The findings highlight how different teacher training pathways shape beliefs and instructional approaches, underscoring the need for integrative teacher training that combines technical, pedagogical, and socio-cultural competencies. Such efforts are crucial for addressing teacher shortages and ensuring a balanced, comprehensive approach to CS education.