Integrating Computational Thinking Into Teacher Education: Exploring Implementation Strategies Through Research-Practice Partnerships

• In Event: Learner Engagement and Success in Instructional Technology

Abstract

Computational thinking (CT) is an essential skill for the 21st century, enhancing students’ problem-solving abilities and digital literacy. Preparing preservice teachers (PSTs) to effectively teach CT is crucial. Through a Research-Practice Partnerships framework, this qualitative study investigates the integration of CT into teacher education, focusing on how PSTs co-design and implement CT-infused lessons in their placement classrooms. The analysis reveals: (1) the challenges PSTs encounter when teaching CT; (2) potential solutions that empower them to address these challenges; and (3) the feasibility of these solutions within real classroom contexts. Additionally, the results provided crucial insights into PSTs’ experiences and highlighted the importance of collaborative partnerships in improving CT instruction, ultimately contributing to effective teaching practices in elementary education.

Authors

• Yuanhua Wang, West Virginia University

• Ugur Kale, Indiana University