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ERIC Number: EJ1187757
Record Type: Journal
Publication Date: 2018-Jul
Pages: 25
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1059-7069
Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education
Hestness, Emily; Jass Ketelhut, Diane; McGinnis, J. Randy; Plane, Jandelyn
Journal of Technology and Teacher Education, v26 n3 p411-435 Jul 2018
We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare mentor teachers to support preservice teachers in integrating CT into their classroom practice, toward the broader goal of advancing CT for all in the early grades. We examined the ways in which participants collaboratively built on existing professional knowledge as they engaged in professional learning activities designed to introduce CT and related pedagogies for elementary science education. Our data sources were field notes, artifacts, drawings, written reflections, and focus group interviews. We describe how participants developed new understandings of CT integration and made connections to existing professional knowledge of their students, their curriculum, and their school contexts. We discuss implications for teacher learning and PD design relevant to CT, and make recommendations for future research.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: 1639891