Professional Development as a Bridge between Teacher Competencies and Computational Thinking Integration
Zu finden in: Computational Thinking in Education, 2021
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Zusammenfassungen
Based on the centrality of teachers’ content knowledge and pedagogical content knowledge of computational thinking, this chapter provides a descriptive review of teacher competencies necessary for computational thinking integration and what professional learning aiming at developing these teacher competencies looks like. In this respect, we identified four competency areas: (1) conceptual foundations of computational thinking; (2) planning computational thinking integration; (3) facilitating computational thinking integration; and (4) participating in a professional network of educators and experts. In order to enhance these competencies, we proposed three recommendations that would inform teacher professional development efforts: (1) support teachers to build an understanding of what computational thinking is in general and what computational thinking means to their discipline; (2) align with teachers’ content- and teaching-related needs and support teachers how to plan and implement computational thinking-integrated learning experiences; and (3) provide continuous support through professional learning communities and online professional development. Finally, we provided directions for future research.
Von Secil Caskurlu, Aman Yadav, Kyle Dunbar, Rafi Santo im Buch Computational Thinking in Education (2021) im Text Professional Development as a Bridge between Teacher Competencies and Computational Thinking Integration Dieses Kapitel erwähnt ...
Personen KB IB clear | Jodi Asbell-Clarke , Joan Buttram , Shannon Campe , Damon Chizuru Kawamoto , Beverly Clarke , Debra Coffey , Steve Cooper , Paul Curzon , Amanda Czik , Jill Denner , Jon Good , Sarah Gretter , Susanne E. Hambrusch , Siu Cheung Kong , Robert Kwok-yiu Li , Alexis Little , Tamika McLean , Peter W. McOwan , Laura R. Meagher , Chrystalla Mouza , Nicola Plant , Lori L. Pollock , Josh Sheldon , L. Shulman , Valerie J. Shute , Chen Sun , Linda L. Werner , Jeannette M. Wing , Aman Yadav | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | computational thinkingcomputational thinking , Content KnowledgeContent Knowledge , LehrerInteacher , Pedagogical Content Knowledge (PCK)Pedagogical Content Knowledge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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2 Erwähnungen
- Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)
- 11. Computational Thinking as District Strategy - Moving the CS vs CT Debate from the Ivory Tower to the Schoolhouse (Rafi Santo, June Ahn, Leigh Ann DeLyser)
- Informatics in Schools. A Step Beyond Digital Education - 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, 2022 (Andreas Bollin, Gerald Futschek) (2022)
- Informatics at Primary Education - Teachers’ Motivation and Barriers in Lithuania and Turkey (Gabrielė Stupurienė, Yasemin Gülbahar)
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