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Pre-Service Teacher Preparation to Integrate Computational Thinking

Pre-Service Teacher Preparation to Integrate Computational Thinking

Lesley S. J. Farmer, Shuhua An
Copyright: © 2020 |Pages: 19
ISBN13: 9781799814795|ISBN10: 1799814793|EISBN13: 9781799814801
DOI: 10.4018/978-1-7998-1479-5.ch015
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MLA

Farmer, Lesley S. J., and Shuhua An. "Pre-Service Teacher Preparation to Integrate Computational Thinking." Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, IGI Global, 2020, pp. 282-300. https://doi.org/10.4018/978-1-7998-1479-5.ch015

APA

Farmer, L. S. & An, S. (2020). Pre-Service Teacher Preparation to Integrate Computational Thinking. In J. Keengwe & P. Wachira (Eds.), Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education (pp. 282-300). IGI Global. https://doi.org/10.4018/978-1-7998-1479-5.ch015

Chicago

Farmer, Lesley S. J., and Shuhua An. "Pre-Service Teacher Preparation to Integrate Computational Thinking." In Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education, edited by Jared Keengwe and Patrick Wachira, 282-300. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1479-5.ch015

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Abstract

United States education has experienced a big push for students to learn coding as part of computer science and more explicitly address computational thinking (CT). However, CT remains a challenging subject for many students, including pre-service teachers. CT, which overlaps mathematics and computer science, tends to be offered as an elective course, at best, in P-16 education. Pre-service teaching profession students usually do not have foundational knowledge to guide them in integrating computational thinking into the curriculum that they will eventually teach as instructors themselves. This chapter explains computational thinking in light of K-8 education, discusses issues and needs in integrating CT into K-8 curriculum, identifies relevant theories and models for teaching CT, describes current practice for integrating computational thinking into K-8 curriculum, and discusses pre-service teachers' preparation that can lead to their successful incorporation of CT into the curriculum.

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