Exploring the Role of Pre-Service Teacher Actions in Promoting Student Engagement with Computational Thinking

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT053 (Sunday)

Abstract

Abstract:
As computational thinking (CT) becomes a fundamental skill, preparing preservice teachers (PSTs) to teach it effectively is crucial. However, PSTs lack sufficient opportunities to practice teaching CT in authentic settings. This qualitative study investigated what PST actions during a CT field experience influenced student engagement with CT. We analyzed video recordings of eleven PSTs teaching CT-integrated literacy lessons to elementary students using CT tools including robot and block-based coding. Preliminary thematic analysis reveals that PST scaffolding actions increased student engagement, whereas direct instruction limited it. Different CT tools also showed different levels of engagement. These findings expand the preservice CT education research by investigating the underexplored learning context, offering insights for more opportunities for preservice CT education.

Authors

• Zarina Wafula, Iowa State University

• Lin Chu, Indiana University

• Kristina Tank, Iowa State University

• Anne Leftwich, Indiana University

• Tamara Jo Moore, Purdue University