Increasing Preservice Teachers' Computational Thinking Lesson Design Capacity Within a Research-Practice Partnership

This study examines efforts by a research practice partnership (RPP) in the western US to develop preservice teachers' (PSTs) capacity to design computational thinking (CT) instruction for K-5 students. Using a sociocultural perspective, we analyzed interview and survey data to examine 6 preservice teachers' enculturation into a future community of practice where teachers value and can adeptly design CT instruction. RPP supports, such as co-design opportunities with RPP members and an accessible CT summary chart, mediated PSTs' successful planning and implementation of a CT lesson, although conflicts between their coursework and RPP activities proved a significant barrier to deeper engagement. PSTs also demonstrated a working definition of CT and beliefs around their own sense of efficacy and understanding of coherent CT instruction. This study provides evidence of a scalable approach to teacher education in CT instruction for RPPs and highlights areas where additional supports would further scaffold teacher learning.