Computational thinking has become a fundamental competency in current educational systems, particularly due to its capacity to develop mental processes that facilitate automated solutions to specific problems.
Since Wing defined it in 2006 as a thought process based on computer science concepts, research on its classroom integration has experienced sustained growth. However, significant questions remain about how teacher training should be structured and what pedagogical criteria are most appropriate for its teaching and learning.
The effective implementation of computational thinking at the primary education level represents a particular challenge, as it requires adapting complex concepts to the cognitive abilities of students between 6 and 12 years old.
Although traditionally its integration has focused on secondary education, there is growing consensus on the importance of introducing it from elementary educational levels, equating it with other basic skills such as calculation or reading. This early introduction not only enhances abilities such as creativity and problem-solving but can also help reduce gender gaps in the development of computational thinking.
In this context, it is essential to examine the learning strategies, inclusion principles, and tools being used in the implementation of computational thinking in primary education, as well as analyze the characteristics of the training that teachers receive to address this task.
This systematic review seeks to provide evidence on these crucial aspects, with the aim of drawing conclusions that can guide both educational practice and university teacher training in this field.
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How to cite: Ortuño Meseguer, G., & Serrano, J. L. (2024). Implementation and training of primary education teachers in computational thinking: a systematic review. [Implementación y formación del profesorado de educación primaria en pensamiento computacional: una revisión sistemática]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 255-287. https://doi.org/10.5944/ried.27.1.37572
