Bal Irene A, Alvarado-Albertorio Frances, Marcelle Paula, Oaks-Garcia Chandra T
Loyola University Maryland, Baltimore, MD USA.
Old Dominion University, Norfolk, VA USA.
TechTrends. 2022;66(3):468-482. doi: 10.1007/s11528-022-00732-x. Epub 2022 Apr 23.
Teacher preparation programs are essential to ensure pre-service teachers are equipped with the skills and knowledge necessary to teach in the PK-12 learning environment, but are rooted in a traditional paradigm of a compacted curriculum with little room for more content. The addition of Computational Thinking (CT) becomes one more thing to add to a packed schedule and integration of CT into established courses takes major redesign of courses. One university in Maryland, U.S. developed a CT focused micro-credential for K-8 pre-service and in-service teachers. In examining pre- and post-content surveys, reflection journal entries and lesson plans, pre-service teachers report CT and pedagogical content growth in their awareness and integration of CT in their lives and future classrooms. Results indicate a CT micro-credential could be an innovative solution to adding CT content to an over-packed, pre-service curriculum. In addition, CT micro-credential courses increased pre-service teachers' knowledge and self-awareness to the feasibility to proficiently implement CT across all courses.
教师培训项目对于确保职前教师具备在幼儿园至12年级学习环境中教学所需的技能和知识至关重要，但它植根于传统的紧凑课程范式，几乎没有空间容纳更多内容。增加计算思维（CT）成为满满当当的课程安排中又要添加的一项内容，而将CT融入现有课程需要对课程进行重大重新设计。美国马里兰州的一所大学为幼儿园至8年级的职前和在职教师开发了一个以CT为重点的微证书。在研究课前和课后的调查问卷、反思日志条目和教案时，职前教师报告了他们在将CT融入生活和未来课堂的意识及实践方面，CT和教学内容都有所增长。结果表明，CT微证书可能是一种创新解决方案，可将CT内容添加到过于紧凑的职前课程中。此外，CT微证书课程增强了职前教师对在所有课程中熟练实施CT的可行性的认识和自我认知。
