Summary. In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
|Original language||American English|
|Number of pages||12|
|Publication status||Published - 19 May 2020|
- Computational thinking
- pre-service teachers
- teacher training