Exploring computational thinking in initial teacher training: a preliminary study and reflection on practice

Abstract

The text describes and analyses the introduction of computational thinking in the context of initial teacher education in a university context. The strategy took the framework proposed by Brennan & Resnick (2012) to study and evaluate the development of computational thinking. We designed a pilot study aimed to investigate the adequacy of the dimensions present in the referred framework, in the context of initial teacher training, as well as evaluating the attributed relevance to the development of computational thinking by future teachers as part of their training process. A sample of 44 students participated in the research selected from undergraduate and master's courses. A qualitative research methodology was adopted, using Programming Scratch Language and multimedia projects, reports and focus-group interviews as main data collection techniques. Preliminary results of the pilot-study will be presented and discussed the importance of providing experiences and learning opportunities to the initial teacher training students, appropriate to the development of computational thinking so that students can, as citizens, to prepare for an increasingly demanding and complex society and, as future education professionals, to take fully advantage educational potential of the computers.