To meet the needs of 21st-century learners in today’s classrooms, it is needed that teachers be familiar with programming and computational thinking. Particularly, subject-area pre-service teachers should be exposed to programming instruction in their teacher education programs. This case study including three participants aims to explore the process of pre-service teachers’ learning of programming while completing CT-oriented tasks through observations and interviews in a 14-week educational technology course at a public university in Turkey. The findings demonstrate that pre-service teachers, being novice programmers, prefer contextualized, structured and visually well-designed programming tasks. They use various strategies to face challenges, and the effort they put into dealing with these challenges enables them to produce higher-quality programs. Accordingly, implications for further research are also discussed in this study.
Name of the board that carries out ethical assessment: Boğaziçi University Social and Humanities Scientific Research and Publication Ethics Board The date and number of the ethical assessment decision: 24.01.2023-109746
To meet the needs of 21st-century learners in today’s classrooms, it is needed that teachers be familiar with programming and computational thinking. Particularly, subject-area pre-service teachers should be exposed to programming instruction in their teacher education programs. This case study including three participants aims to explore the process of pre-service teachers’ learning of programming while completing CT-oriented tasks through observations and interviews in a 14-week educational technology course at a public university in Turkey. The findings demonstrate that pre-service teachers, being novice programmers, prefer contextualized, structured and visually well-designed programming tasks. They use various strategies to face challenges, and the effort they put into dealing with these challenges enables them to produce higher-quality programs. Accordingly, implications for further research are also discussed in this study.
Primary Language | English |
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Subjects | Instructional Technologies |
Journal Section | Research Article |
Authors | |
Early Pub Date | March 20, 2024 |
Publication Date | March 21, 2024 |
Submission Date | February 12, 2024 |
Acceptance Date | March 19, 2024 |
Published in Issue | Year 2024 Volume: 12 Issue: 23 |
This work is licensed under a Creative Commons Attribution 4.0 International License.
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