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Abstract. We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare mentor teachers to support preservice teachers in integrating CT into their classroom practice, toward the broader goal of advancing CT for all in the early grades. We examined the ways in which participants collaboratively built on existing professional knowledge as they engaged in professional learning activities designed to introduce CT and related pedagogies for elementary science education. Our data sources were field notes, artifacts, drawings, written reflections, and focus group interviews. We describe how participants developed new understandings of CT integration and made connections to existing professional knowledge of their students, their curriculum, and their school contexts. We discuss implications for teacher learning and PD design relevant to CT, and make recommendations for future research.
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Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education
Abstract. We investigated preservice teachers’ (PSTs) (N=13) experiences in a science teaching inquiry group professional learning experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers. The others (n=7) participated independently. Our research question was: To what extent, if any, did participating in a professional learning experience on CT along with their mentor teachers appear to enhance PSTs’ learning and practice related to CT integration? We analyzed evaluation feedback, interviews, participant-developed lesson plans, surveys, and attendance data. Findings suggested that participants in both groups reacted positively to the learning experience’s content and approach, and expressed similar perceptions of their CT integration knowledge. PSTs participating with their mentor teachers felt slightly more successful in their CT integration efforts, and perceived CT integration as more feasible in their teaching contexts. However, differences between the groups were minimal. We also noted possible of influence of PSTs’ perceptions of the districts in which they were teaching. Our findings underscore the importance of PSTs’ perceptions of their teaching contexts when bringing a new innovation to the classroom - namely, perceptions of their mentors and curricula as supportive of the innovation. Through this ongoing work, we seek to identify empirically-supported strategies for preparing PSTs to integrate CT into their future classrooms.
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- Award ID(s):
- 1639891
- PAR ID:
- 10124816
- Date Published:
- Journal Name:
- Society for Information Technology & Teacher Education International Conference
- Page Range / eLocation ID:
- 2281–2285
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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