The article "Impact of intensive programming training on the development of Computational Thinking in prospective teachers" addresses an essential issue in contemporary teacher training: the need for future teachers to develop their own Computational Thinking (CT) competencies before learning how to teach them.
The authors, González-Martínez, Peracaula-Bosch, and Meyerhofer-Parra, start from the premise that to build a solid didactic discourse on CT in early childhood and primary education, pre-service teachers must first consolidate themselves as competent users of this skill. The research analyzes the results of an intensive educational intervention carried out with 71 second-year students in teacher training degrees at the University of Girona, based on the practice of block-based programming using Scratch projects during the first part of a semester-long course.
Using a pre-experimental design with measurements taken before and after the training via a standardized test (CTt), the results confirm the strategy's effectiveness. The study evidences a generalized and significant improvement in the participants' CT levels. A particularly relevant finding is the "equalizing" effect of the intensive training: those students starting from lower initial levels or with no prior programming experience experienced the greatest increases in their scores, while students with high initial levels improved their efficiency, reducing the time required to solve the test.
Furthermore, a clear relationship was established between the quality of the final Scratch programming project and a high level of CT in the post-test, demonstrating that the practical task contributes directly to the development of these cognitive skills.
In conclusion, this work offers a valuable contribution to the field of educational technology by validating an initial teacher training model that prioritizes the development of technical and conceptual skills before addressing specific didactics.
The authors demonstrate that an intensive and well-designed intervention is not only capable of leveling the knowledge of future teachers, regardless of their previous background, but is also a fundamental step to equip them with the necessary confidence and competence. This ensures that teachers-in-training acquire a solid foundation upon which to subsequently build their capacity to teach Computational Thinking in school classrooms.
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How to Cite: González-Martínez, J., Peracaula-Bosch, M., & Meyerhofer-Parra, R. (2024). Impact of intensive programming training on the development of Computational Thinking in prospective teachers. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 187–208. https://doi.org/10.5944/ried.27.1.37672
