What do pre-service teachers know about computational thinking?

Autores/as

Palabras clave:

Pensament Computacional, formació inicial de mestres, competència digital

Resumen

In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes. 

Biografía del autor/a

Marta Peracaula-Bosch, Universitat de Girona

Professora agregada Serra-Hunter al Departament de Pedagogia de la Universitat de Girona i investigadora de l'Institut de Recerca Educativa de la mateixa universitat.

Meritxell Estebanell-Minguell, Universitat de Girona

Professora titular al Departament de Pedagogia de la Universitat de Girona i investigadora de l'Institut de Recerca Educativa de la mateixa universitat.

Digna Couso, Universitat Autònoma de Barcelona

Professora agregada al Departament de Didàctica de les Matemàtiques i les Ciències i directora del Centre de Recerca per a l'Educació Científica i Matemàtica (CRECIM) de la Universitat Autònoma de Barcelona.

Juan González-Martínez, Universitat de Girona

Professor agregat Serra-Hunter al Departament de Pedagogia de la Universitat de Girona i investigador de l'Institut de Recerca Educativa de la mateixa universitat.

Publicado

2020-05-19

Número

Sección

Educació