Developing Computationally Literate Teacher Educators
Abstract: In this study we present the design and implementation of a professional development program for teacher educators focusing on computational thinking (CT). The design of the program addressed three key elements of CT including content, pedagogy, and collaborative module design. We subsequently examine teacher educators’ perspectives of CT and its integration across pre-service teacher education courses. Participants included 22 teacher educators representing a range of institutions in the Mid-Atlantic region. Data were collected through observations, exit tickets at the end of each PD session, and drafts of CT-integrated module designs. Preliminary findings indicated that participants expanded and deepened their understanding of CT and generated multiple ideas on the integration of CT in their respective courses and teacher education contexts. Findings from this work have implications for teacher educators interested in connecting CT to existing coursework in order to build pre-service teachers’ knowledge of CT in relation to their discipline.