You are here:

Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education
PROCEEDING

, University of Maryland, United States ; , University of Maryland, College Park, United States ; , , , , University of Maryland, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

We investigated preservice teachers’ (PSTs) (N=13) experiences in a professional development (PD) experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers. The others (n=7) participated independently. Our research question was: To what extent, if any, did participating in a professional learning experience on CT along with their mentor teachers appear to enhance PSTs’ learning and practice related to CT integration? We analyzed evaluation feedback, interviews, participant-developed lesson plans, surveys, and attendance data. Findings suggested that participants in both groups reacted positively to the PD content and approach, and expressed similar perceptions of their CT integration knowledge. PSTs participating with their mentor teachers felt slightly more successful in their CT integration efforts, and perceived CT integration as more feasible in their teaching contexts. However, differences between the groups were minimal. We also noted possible of influence of PSTs’ perceptions of the districts in which they were teaching. Our findings underscore the importance of PSTs’ perceptions of their teaching contexts when bringing a new innovation to the classroom - namely, perceptions of their mentors and curricula as supportive of the innovation. Through this ongoing work, we seek to identify empirically-supported strategies for preparing PSTs to integrate CT into their future classrooms.

Citation

Jass Ketelhut, D., Hestness, E., Cabrera, L., Jeong, H., Plane, J. & McGinnis, J.R. (2019). Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2281-2285). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 30, 2022 from .

© 2019 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Ketelhut, D.J., Mills, K., Hestness, E., Plane, J., & McGinnis, J.R. (2018). Teacher change following a professional development experience in integrating computational thinking into elementary science. Manuscript submitted for publication.
  2. McGinnis, J.R., Ketelhut, D., Hestness, E., Jeong, H., & Mills, K (2018). Programmatic model building in undergraduate elementary science teacher education for computational thinking. An interactive poster session at the annual meeting of NARST: A Worldwide Organization For Improving Science Teaching And Learning Through Research. Atlanta, GA, March 10-13, 2018.
  3. NGSS Lead States. (2013). Next Generation Science Standards: for states, by states. Washington, D.C. : National Academies Press,.
  4. Sadaf, A., Newby, T.J., & Ertmer, P.A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64.
  5. Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for all: pedagogical approaches to embedding 21st century problem solving in K-12 classrooms. TechTrends, 60(6), 565-568.
  6. Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J.T. (2014). Computational Thinking in Elementary and Secondary Teacher Education. ACM Transactions on Computing Education, 14(1), 1–16.
  7. Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J.T. (2011, March). Introducing computational thinking in education courses. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 465-470). ACM.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections