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. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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