Computational Thinking in Teacher Education: A Systematic Review of Integration Strategies

• Dr. Selira M. Tavenbrook

  Faculty of Education, University of Helsinki, Finland

  Author

• Dr. Jornic L. Redwythe

  School of Education, University of British Columbia, Vancouver, Canada

  Author

Computational thinking (CT) is increasingly recognized as a vital 21st-century skill, necessitating its integration into K-12 education and, consequently, into teacher preparation. This systematic literature review synthesizes existing research on strategies for integrating CT into both pre-service and in-service teacher education programs. Employing a systematic review methodology with thematic synthesis, this study analyzed a diverse range of 43 empirical articles published between January 2010 and June 2024. The findings reveal various effective approaches, including direct instruction, programming-based activities (block-based and text-based), robotics and physical computing, unplugged activities, integrated STEM frameworks, and project-based learning. Interventions consistently demonstrated positive outcomes, enhancing teachers' personal CT skills, developing their pedagogical content knowledge (PCK) for CT, and improving their attitudes and self-efficacy toward teaching CT. The review also identifies common assessment methods, challenges such as lack of familiarity and time constraints, and facilitators like hands-on engagement and curriculum connections. This study provides important and evidence-based insights for researchers in teacher education and development so that they can design more effective teaching strategies in integrating CT into in-service and pre-service teacher education. This review offers significant implications for curriculum redesign in teacher education, emphasizing experiential learning, PCK development, and continuous professional development to foster a computationally literate teaching workforce. Future research should focus on longitudinal studies, the direct impact on student learning, and exploration across diverse subject areas and global contexts.

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