How do Preservice Teachers Learn to Teach Integrated Computational Thinking?: Evidence from Planning, Enactment, and Reflection

This study examines pre-service teachers’ (PSTs) beliefs and understandings about computational thinking (CT) integration and lesson implementation over time. Utilizing a design-based research approach, 3 PSTs led the co-design of integrated CT lessons with support from researchers and enacted these CT integrated lessons with K-5 students. All PSTs participated in a whole-group CT workshop and engaged in one-on-one lesson design sessions with a researcher. We utilized a grounded theory approach to qualitatively analyze pre-surveys, semi-structured interviews, and video data of three PSTs enacting their lessons. We found that PSTs’ initial beliefs about CT instruction – including the importance of it – were reinforced through their participation in our lesson design and implementation process. We also saw PSTs developed deeper understandings and more nuanced beliefs about the importance of CT integration and supporting multilingual learners (MLs) with English language development (ELD) strategies. PSTs also developed beliefs about what CT integration should look like and how it should be taught. This multiple case study demonstrates how providing rich design opportunities for PSTs to engage in CT integration work can support the productive development of PSTs beliefs about CT integration and their capacity for CT lesson design.