Preparing Teachers for Computational Thinking Integration in K-12: A Meta-Aggregation
Preparing Teachers for Computational Thinking Integration in K-12: A Meta-Aggregation
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让教师为 K-12 中的计算思维整合做好准备：元聚合
DOI：
10.1145/3408877.3439639
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Santo, Rafi
中科院分区：
文献类型：
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作者：
Caskurlu, Secil;Hu Anne Drew;Yadav, Aman;Santo, Rafi
在这张海报中，我们将介绍一项综合研究的初步结果，该研究综合了定性证据，以确定有效的在职教师专业发展计划（TPD）的特征，围绕K-12中的计算思维（CT）整合。此外，我们将讨论这些特征在支持教师方面的重要性。我们确定了四个综合结果，代表了K-12中CT整合的有效TPD的关键特征（例如，提高教师的CT整合能力，创造有意义的学习经验，建立研究与实践的伙伴关系，并提供持续和可持续的支持）。
In this poster, we will present the initial results of a meta-aggregation study that synthesizes qualitative evidence to identify the charac- teristics of effective in-service teacher professional development programs (TPD) around computational thinking (CT) integration in K-12. In addition, we will discuss the importance of these char- acteristics in supporting teachers. We identified four synthesized findings representing the key characteristics of effective TPDs for CT integration in K-12 (e.g., improving teacher capacity in CT in- tegration, creating meaningful learning experiences, establishing research-practice partnership, and providing continuous and sus- tainable support).