Preservice Teacher Learning During a Structured Computational Thinking Field Experience

This paper explores the experiences and learning outcomes of preservice elementary teachers (PSTs) as they integrate computational thinking (CT) into their teaching practices during a structured field experience. Through a qualitative content analysis of video reflections from 27 PSTs, the study examines how teaching CT lessons to K-2 students enhances the PSTs’ understanding of CT and their pedagogical skills. The field experience, which involved hands-on activities using ScratchJr and Tale-Bot, revealed several key themes: the importance of hands-on learning for student engagement, the benefits of empowering students to take an active role in their learning, the necessity of balancing teacher guidance with student independence, and the development of PSTs’ confidence in implementing CT activities. The findings suggest that structured field experiences play a crucial role in preparing PSTs to effectively integrate CT into elementary education, bridging the gap between theoretical knowledge and practical application. The study emphasizes the need for teacher preparation programs to incorporate real-world teaching opportunities to foster PSTs' confidence and adaptability in teaching CT, thus equipping them to meet the demands of 21st-century classrooms.