Bridging a gap: Developing computational thinking knowledge and skills for kindergarten pre-service teachers.
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| Title: | Bridging a gap: Developing computational thinking knowledge and skills for kindergarten pre-service teachers. |
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| Authors: | Dağ, Funda1 (AUTHOR) fundadag@kocaeli.edu.tr, Doğan, Buket2 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jul-Sep2026, Vol. 47 Issue 3, p917-941. 25p. |
| Subject Terms: | *Computational thinking, *Teacher training, *Technology education, *Kindergarten, *Student teachers, *Educational technology |
| Geographic Terms: | Türkiye |
| Abstract: | Effective classroom integration of computational thinking (CT) hinges on robust teacher education, particularly for pre-service teachers (PSTs). Research highlights the importance of educator guidance in young children's CT development. However, a lack of formal coding background can hinder kindergarten instructors' ability to incorporate CT. This study addresses this gap in CT education for pre-service kindergarten teachers (kPSTs) in Turkey, where pre-service programs lack dedicated CT training. We implemented an elective CT course designed for kPSTs, utilizing project work and age-appropriate activities. Employing a mixed-methods approach, the study explored the development of CT understanding in kPSTs. Findings revealed significant growth in participants' CT knowledge and skills, with demonstrated proficiency in algorithmic design and evaluation at an intermediate or higher level. The course fostered awareness in kPSTs regarding CT integration and enabled their initial-level CT perspectives. Additionally, the technology-supported face-to-face learning environment led to a shift in kPSTs' perceptions of technology use. The study offers several recommendations for novice PST-focused technology training programs for efficient CT and technology use in the classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Effective classroom integration of computational thinking (CT) hinges on robust teacher education, particularly for pre-service teachers (PSTs). Research highlights the importance of educator guidance in young children's CT development. However, a lack of formal coding background can hinder kindergarten instructors' ability to incorporate CT. This study addresses this gap in CT education for pre-service kindergarten teachers (kPSTs) in Turkey, where pre-service programs lack dedicated CT training. We implemented an elective CT course designed for kPSTs, utilizing project work and age-appropriate activities. Employing a mixed-methods approach, the study explored the development of CT understanding in kPSTs. Findings revealed significant growth in participants' CT knowledge and skills, with demonstrated proficiency in algorithmic design and evaluation at an intermediate or higher level. The course fostered awareness in kPSTs regarding CT integration and enabled their initial-level CT perspectives. Additionally, the technology-supported face-to-face learning environment led to a shift in kPSTs' perceptions of technology use. The study offers several recommendations for novice PST-focused technology training programs for efficient CT and technology use in the classroom. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2025.2508962 |
