Impact of a Training Program on Developing Computational Thinking in Pre-Service Primary School Teachers: From Theory to Practice
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| Title: | Impact of a Training Program on Developing Computational Thinking in Pre-Service Primary School Teachers: From Theory to Practice |
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| Language: | English |
| Authors: | Rita Neves Rodrigues (ORCID |
| Source: | Educational Process: International Journal. Article e2025037 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Thinking Skills, Preservice Teachers, Teacher Education Programs, Problem Solving, Critical Thinking, Algorithms, Student Attitudes, 21st Century Skills, Intervention, Theory Practice Relationship, Teacher Competencies, Masters Programs, Foreign Countries, Mathematics Instruction, Mathematics Curriculum, Pedagogical Content Knowledge |
| Geographic Terms: | Portugal |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The Computational Thinking ability has become a fundamental skill in the 21st century and has been integrated into educational curricula in various countries. For this curricular integration to be effective, it is essential that teachers are prepared to incorporate the development of this competency into their practices. In this context, this study aims to analyze whether a training program implemented over an extended period, encompassing theoretical, practical, and reflective components, has influenced preservice teachers' perceptions of the competencies of Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, and Problem-Solving within Computational Thinking. Materials/methods: This is a mixed-methods study, using both quantitative and qualitative methods to analyze the perception of the Computational Thinking competence levels of 38 pre-service primary school teachers, who constitute the sample of this study, before and after the implementation of a 9-month training program. Results: The study results revealed statistically significant differences in all the competencies analyzed from the Pre-Intervention to the Post-Intervention phases. The data collected during the intervention highlight the specific moments within the training program that contributed to the development of each competency. Conclusion: It is concluded that the training program significantly contributed to changing the pre-service teachers' perceptions of the five Computational Thinking competencies analyzed. This highlights the importance of incorporating training programs into Initial Teacher Training, especially those that integrate theory and practice, fostering the development of essential competencies for the teaching practices of pre-service teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463481 |
| Database: | ERIC |
| Abstract: | Background/purpose: The Computational Thinking ability has become a fundamental skill in the 21st century and has been integrated into educational curricula in various countries. For this curricular integration to be effective, it is essential that teachers are prepared to incorporate the development of this competency into their practices. In this context, this study aims to analyze whether a training program implemented over an extended period, encompassing theoretical, practical, and reflective components, has influenced preservice teachers' perceptions of the competencies of Creativity, Algorithmic Thinking, Cooperativity, Critical Thinking, and Problem-Solving within Computational Thinking. Materials/methods: This is a mixed-methods study, using both quantitative and qualitative methods to analyze the perception of the Computational Thinking competence levels of 38 pre-service primary school teachers, who constitute the sample of this study, before and after the implementation of a 9-month training program. Results: The study results revealed statistically significant differences in all the competencies analyzed from the Pre-Intervention to the Post-Intervention phases. The data collected during the intervention highlight the specific moments within the training program that contributed to the development of each competency. Conclusion: It is concluded that the training program significantly contributed to changing the pre-service teachers' perceptions of the five Computational Thinking competencies analyzed. This highlights the importance of incorporating training programs into Initial Teacher Training, especially those that integrate theory and practice, fostering the development of essential competencies for the teaching practices of pre-service teachers. |
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| ISSN: | 2147-0901 2564-8020 |
