Preparing Elementary School Teachers to Teach Computing, Coding, and Computational Thinking
Stacie L. Mason, Peter J. Rich, Brigham Young University, United States
CITE Journal Volume 19, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This literature review synthesized current research on preservice and in-service programs that improve K–6 teachers’ attitudes, self-efficacy, or knowledge to teach computing, coding, or computational thinking. A review of current computing training for elementary teachers revealed 21 studies: 12 involving preservice teachers and nine involving in-service teachers. The findings suggest that training that includes active participation can improve teachers’ computing self-efficacy, attitudes, and knowledge. Because most of these studies were fairly short-term and content-focused, research is especially needed about long-term outcomes; pedagogical knowledge and beliefs; and relationships among teacher training, contexts, and outcomes.
Mason, S.L. & Rich, P.J. (2019). Preparing Elementary School Teachers to Teach Computing, Coding, and Computational Thinking. Contemporary Issues in Technology and Teacher Education, 19(4), 790-824. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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