Share Paper: Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education

  1. Diane Jass Ketelhut, University of Maryland, United States
  2. Emily Hestness, University of Maryland, College Park, United States
  3. Lautaro Cabrera, University of Maryland, United States
  4. Hannoori Jeong, University of Maryland, United States
  5. Jandelyn Plane, University of Maryland, United States
  6. J. Randy McGinnis, University of Maryland, United States
Wednesday, March 20 5:45 PM-7:00 PM Celebrity Ballroom 1&2

Abstract: We investigated preservice teachers’ (PSTs) (N=13) experiences in a professional development (PD) experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers. The others (n=7) participated independently. Our research question was: To what extent, if any, did participating in a professional learning experience on CT along with their mentor teachers appear to enhance PSTs’ learning and practice related to CT integration? We analyzed evaluation feedback, interviews, participant-developed lesson plans, surveys, and attendance data. Findings suggested that participants in both groups reacted positively to the PD content and approach, and expressed similar ...