Assessing Computational Thinking Levels among Prospective Teachers: Implications for Curriculum Development and Teacher Training Programs

Authors

  • Dr. Farkhanda Tabassum Department of Educational Sciences, NUML, Islamabad
  • Dr Wajeeha Aurangzeb Department of Educational Sciences, NUML, Islamabad
  • Dr Khalid Sultan Faculty of Social Sciences, NUML, Islamabad

DOI:

https://doi.org/10.55628/jctie.v3i1.124

Keywords:

Computational Thinking, Prospective teachers, Pattern recognition, Instrument, Curriculum Development

Abstract

This cross-sectional descriptive study aimed at assessing the levels of computational thinking among prospective teachers. Computational Thinking Levels comprised four subscales decomposition, pattern recognition, abstraction, and algorithmic thinking. The convenience sampling method was utilized for the sample size of 150 prospective teachers for the study, which concentrated on one public university in the area surrounding Pakistan's capital. The research results depicted that the prospective teachers possess good levels of computational thinking at decomposition and pattern recognition, whereas more effort is required at abstraction and algorithmic thinking levels. These results showed that prospective teachers need training programs in computer science to overcome the challenges. The teacher training programs must be equipped with modern trends to ensure computational thinking among prospective teachers. 

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Published

2023-07-31

How to Cite

Tabassum, F., Aurangzeb, W., & Sultan, K. (2023). Assessing Computational Thinking Levels among Prospective Teachers: Implications for Curriculum Development and Teacher Training Programs. Journal of Contemporary Trends and Issues in Education, 3(1), 122–149. https://doi.org/10.55628/jctie.v3i1.124

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Section

Articles