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
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 ...