Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?
Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?
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全民计算思维：这对巴西的教师教育意味着什么？
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Taciana Pontual Falcão
中科院分区：
文献类型：
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作者：
Taciana Pontual Falcão
将计算思维(CT)和计算机科学(CS)的概念整合到儿童教育中是当今的热门话题。然而，围绕这一主题的研究大多集中在学生、他们如何学习以及他们需要学习什么方面。在教师需要获得和发展必要的CT技能和知识以教授这些学生方面，所做的工作要少得多。为了反映自主学习的普遍趋势，为教育工作者提供了许多信息传播技术资源，例如能力建设的在线课程以及在课堂上使用的活动和工具。然而，巴西的学校几乎没有什么变化，学校教师对CT的了解还处于起步阶段，这表明，对于教师来说，将CT整合到他们的学科中，在职(主要是自主)发展可能是不够的。与此同时，师范教育本科专业的教师大多对这些与CT相关的新要求反应迟钝。事实上，教师本身需要培养这种新的能力，因为他们不熟悉CT的概念，也不熟悉如何应用它。在巴西的情况下，CS教师教育计划(Licenciatura em Computação)可能是解决这一难题的关键，因为教师和学生教师都在处理CS教育和CT。然而，CS学生教师仍然孤立，往往被国家政策忽视，而大多数投资都用于所有其他学科的学校教师的在职发展。本文介绍了巴西关于教师教育的CT研究、在职培训资源、CS教师教育计划的潜在贡献，并在此背景下讨论了可以遵循哪些方向为高等教育机构的国家政策和课程调整提供信息。我们认为，必须重视高校计算机辅助教学的发展，包括教师计算机辅助教学能力和知识的培养，以及课程设置的重新设计。
Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.