Review on pedagogical practices for computational thinking in teacher education
As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs...
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2024-10-01
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| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | https://journals.oslomet.no/index.php/nordiccie/article/view/5742 |
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| _version_ | 1850215030700638208 |
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| author | Trude Sundtjønn Siv G. Aalbergsjø Thilde Emilie Møller Vibeke Schrøder |
| author_facet | Trude Sundtjønn Siv G. Aalbergsjø Thilde Emilie Møller Vibeke Schrøder |
| author_sort | Trude Sundtjønn |
| collection | DOAJ |
| description |
As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes.
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| format | Article |
| id | doaj-art-e0a7c7be7b604572b6c2df2bc9b01ddd |
| institution | OA Journals |
| issn | 2535-4051 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj-art-e0a7c7be7b604572b6c2df2bc9b01ddd2025-08-20T02:08:43ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512024-10-018410.7577/njcie.5742Review on pedagogical practices for computational thinking in teacher educationTrude Sundtjønn0Siv G. Aalbergsjø1Thilde Emilie Møller2Vibeke Schrøder3OsloMet – Oslo Metropolitan UniversityDepartment of Primary and Secondary Teacher Education, Faculty of Education and International Studies, OsloMet - Oslo Metropolitan UniversityUniversity College AbsalonUniversity College Copenhagen (KP) As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes. https://journals.oslomet.no/index.php/nordiccie/article/view/5742Computational thinkingteacher educationliterature reviewsecond-order pedagogydual didactics |
| spellingShingle | Trude Sundtjønn Siv G. Aalbergsjø Thilde Emilie Møller Vibeke Schrøder Review on pedagogical practices for computational thinking in teacher education Nordic Journal of Comparative and International Education Computational thinking teacher education literature review second-order pedagogy dual didactics |
| title | Review on pedagogical practices for computational thinking in teacher education |
| title_full | Review on pedagogical practices for computational thinking in teacher education |
| title_fullStr | Review on pedagogical practices for computational thinking in teacher education |
| title_full_unstemmed | Review on pedagogical practices for computational thinking in teacher education |
| title_short | Review on pedagogical practices for computational thinking in teacher education |
| title_sort | review on pedagogical practices for computational thinking in teacher education |
| topic | Computational thinking teacher education literature review second-order pedagogy dual didactics |
| url | https://journals.oslomet.no/index.php/nordiccie/article/view/5742 |
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