Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education

Autor/inn/en	Hestness, Emily; Jass Ketelhut, Diane; McGinnis, J. Randy; Plane, Jandelyn
Titel	Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education
Quelle	In: Journal of Technology and Teacher Education, 26 (2018) 3, S.411-435 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Faculty Development; Workshops; Thinking Skills; Elementary School Teachers; Mentors; Preservice Teachers; Technology Integration; Educational Technology; Technology Uses in Education; Elementary School Science; Science Instruction; Knowledge Level; Prior Learning; Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Teacher Education Programs; College School Cooperation; Freehand Drawing; Reflection; Focus Groups; Maryland + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Vorkenntnisse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Drawing; Zeichnen
Abstract	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. (As Provided).
Anmerkungen	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: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01