Pre-Service Teachers Computational Thinking (CT) and Pedagogical Growth in a Micro-Credential: A Mixed Methods Study

Autor/inn/en	Bal, Irene A.; Alvarado-Albertorio, Frances; Marcelle, Paula; Oaks-Garcia, Chandra T.
Titel	Pre-Service Teachers Computational Thinking (CT) and Pedagogical Growth in a Micro-Credential: A Mixed Methods Study
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.468-482 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00732-x
Schlagwörter	Preservice Teachers; Computation; Thinking Skills; Credentials; Lesson Plans; Teacher Education Curriculum; Curriculum Implementation; Pedagogical Content Knowledge; Maryland + Suchen Sie Ihr Suchwort? Denkfähigkeit; Studienbuch; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz
Abstract	Teacher preparation programs are essential to ensure pre-service teachers are equipped with the skills and knowledge necessary to teach in the PK-12 learning environment, but are rooted in a traditional paradigm of a compacted curriculum with little room for more content. The addition of Computational Thinking (CT) becomes one more thing to add to a packed schedule and integration of CT into established courses takes major redesign of courses. One university in Maryland, U.S. developed a CT focused micro-credential for K-8 pre-service and in-service teachers. In examining pre- and post-content surveys, reflection journal entries and lesson plans, pre-service teachers report CT and pedagogical content growth in their awareness and integration of CT in their lives and future classrooms. Results indicate a CT micro-credential could be an innovative solution to adding CT content to an over-packed, pre-service curriculum. In addition, CT micro-credential courses increased pre-service teachers' knowledge and self-awareness to the feasibility to proficiently implement CT across all courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01