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| Autor/inn/en | Chandra, Vinesh; Lloyd, Margaret |
|---|---|
| Titel | Lessons in Persistence: Investigating the Challenges Faced by Preservice Teachers in Teaching Coding and Computational Thinking in an Unfamiliar Context |
| Quelle | In: Australian Journal of Teacher Education, 45 (2020) 9, S.1-23, Artikel 1 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Preservice Teachers; Coding; Computation; Thinking Skills; Practicums; Self Efficacy; Foreign Countries; Teaching Experience; Computer Science Education; Pedagogical Content Knowledge; Technological Literacy; Curriculum Implementation; Malaysia; Australia |
| Abstract | An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers' pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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