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Lessons in Persistence: Investigating the Challenges Faced by Preservice Teachers in Teaching Coding and Computational Thinking in an Unfamiliar Context
- Source :
-
Australian Journal of Teacher Education . Sep 2020 45(9):1-23. - Publication Year :
- 2020
-
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.
Details
- Language :
- English
- ISSN :
- 1835-517X
- Volume :
- 45
- Issue :
- 9
- Database :
- ERIC
- Journal :
- Australian Journal of Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1276991
- Document Type :
- Journal Articles<br />Reports - Research