Initial and permanent teacher training in computational thinking: perceptions and pre-conceptions in the Dominican context
DOI:
https://doi.org/10.29197/cpu.v20i39.494Keywords:
computational thinking, teacher training, initial teacher training, permanent teacher trainingAbstract
Teacher training has been a topic of interest in academic spaces and it is fundamentally pursued so it can attend to the changes in today's society from a professional and competent perspective. Many researchers suggest that computational thinking should be included as a new skill in educational training. In this sense, the objective of this study is to show the impact and perception of a group of teachers after taking a course in computational thinking. This research had two phases. First, the theoretical and practical knowledge of teachers in relation to computational thinking was determined and they participated in a ten-week training on this thinking skill. In the second phase, the impact was evaluated in terms of conceptions and theoretical and practical knowledge once the course had been completed. The study is conceived from a field modality, descriptive level, under a mixed approach, where qualitative and quantitative dimensions and indicators will be taken into account. As a conclusion, the proposal points to the revision of the initial and permanent training of the teachers to optimize the quality of education, having an importance in the pedagogical field, since it seeks to attend to the situations presented in school spaces by implementing updated strategies in public and private institutions in the Dominican Republic in the described area.
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