Abstract:

This article aims to identify the challenges and possibilities in the development of computational thinking (CT) in initial teacher training. CT refers to a problem solving process focusing on computing elements that may or may not be solved with the aid of digital technologies (DT). In the educational context, it is understood that this theme can support both students and teachers in building specific knowledge, skills and attitudes for solving problems in a critical, creative, innovative and collaborative way. Thus, as a methodology, a qualitative approach was used, combined with the observation of the activities carried out by the participants. For this, it was proposed that the subjects build an activity related to the integration of CT in the context of basic education. This practice had 36 students at the undergraduate level (degree courses) from different areas such as: pedagogy, mathematics, computing, music and sports education. For the application of this activity, the virtual learning environment called the Cooperative Learning Network (Rooda) was used, in which the subjects could interact and perform the task. For data analysis, a content analysis was carried out and according to Bardin (2011) the following categories were identified: knowledge, skills and attitudes. As main results, the following challenges were identified regarding the integration of CT in initial teacher training: developing didactics, knowing how to use digital resources, knowing, being empathetic, knowing how to help students in activities, knowing how to work in an interdisciplinary way. As possibilities for CT in initial teacher training, there was interest in the development of pedagogical practices without the use of digital technologies, which can expand access to this topic in the school context. Finally, it is considered that teachers in initial training have a gap related to the construction of pedagogical actions that focus on the insertion of CT. For this reason, it becomes necessary to relate theory and practice in relation to the development of computational thinking with these subjects. In this way, it is expected that conditions will be obtained to plan new activities, minimizing challenges and expanding the possibilities of using DT and CT for future teachers, enhancing the teaching and learning process of their students.

Keywords:

Computational thinking, teacher training, Unplugged activities.