Teacher Educators’ Understanding and Implementation of Culturally Responsive Pedagogy and Computational Thinking in Undergraduate Courses

• In Event: Fostering Students' Computational Thinking and Computational Literacy

Abstract

Computational thinking (CT) is an important skill for preservice teachers. We developed CT-focused professional development to support teacher educators’ infusion of CT principles and culturally responsive pedagogies into existing course modules. After implementing modules in preservice teacher courses, teacher educators participated in reflective interviews. A total of 15 educators implemented their CT-infused modules and participated in interviews. Interview data from teacher educators were analyzed to examine understanding and implementation of CT principles, pedagogies, and technologies and equitable teaching practices. Analysis was inspired by Mishra & Koehler (2006) TPACK framework. Findings revealed teacher educators were able to create equitable CT learning experiences through the implementation of CT-focused content knowledge, pedagogical knowledge, and technological knowledge. Findings have implications for teacher educator PD.

Authors

• Bataul Alkhateeb, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Megean Garvin, University System of Maryland