Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving

Metacognitive and problem-solving skills to promote self-directed learning in computer programming: teachers' experiences

Views of the use of self-directed metacognitive questioning during pair programming in economically deprived rural schools

Supporting information technology teachers through programming professional development: A South African case study

A case study regarding teachers' problem-solving activities and approaches towards computer programming in diverse learning environments

The diverse educational needs and challenges of Information technology teachers in two black rural schools