Advancing digital technology teacher education through the 3C model

Abstract The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative and adaptable instructional approach, supported by an activity sequencing guide and example cross-curricular lesson plans. Grounded in established learning theories, the model addresses limitations in existing frameworks while providing practical guidance for application in classroom contexts. Prior initial investigations within teacher education coursework offer preliminary insights into the model’s utility in supporting pre-service teachers’ pedagogical development and readiness to teach coding and CT skills.