ERIC Number: EJ1276991
Record Type: Journal
Publication Date: 2020-Sep
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1835-517X
EISSN: N/A
Lessons in Persistence: Investigating the Challenges Faced by Preservice Teachers in Teaching Coding and Computational Thinking in an Unfamiliar Context
Chandra, Vinesh; Lloyd, Margaret
Australian Journal of Teacher Education, v45 n9 Article 1 p1-23 Sep 2020
An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.
Descriptors: Preservice Teachers, Coding, Computation, Thinking Skills, Practicums, Self Efficacy, Foreign Countries, Teaching Experience, Computer Science Education, Pedagogical Content Knowledge, Technological Literacy, Curriculum Implementation
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia; Australia
Grant or Contract Numbers: N/A