Analyzing Teacher Education Faculty's CT Perspectives for Equitable Computer Science Education

• In Event: Centering Equity in STEM+C Education

Abstract

A lack of exemplary cases in teaching computational thinking (CT) in a way that is relevant to students' learning has been a growing issue. This has led to a growing interest in the literature on how teacher education faculty think about CT. Despite the increasing interest, still little is known on teacher educators' thoughts about CT and its role in preparing future teachers. Therefore, the purpose of this study is to examine teacher education faculty's CT perspectives and to inform future research intended to bring CT to teacher candidates. Our analysis provided an insight into the teacher education faculty's prior CT attitudes, opinions, and approaches towards CT integration to enhance their disciplinary practices.

Authors

• Ceren Ocak, Michigan State University

• Aman Yadav, Michigan State University

• Aankit Patel, The City University of New York