Resumen

RAMOS, José Luís  y  ESPADEIRO, Rui Gonçalo. The future teachers and the teachers of the future. Challenges from the introduction of computational thinking into the school, curriculum and learning. Educ. Form. Tecnol. [online]. 2014, vol.7, n.2, pp.4-25. ISSN 1646-933X.  https://doi.org/10.1646‐933X-v7n2201407120002.

The text describes and analyses the introduction of computational thinking in the context of initial teacher education in a university context through the use of Scracth programming language. The approach is based in theorethical and practical framework in order to study and evaluate the development of computational thinking. We designed a study aimed to investigate the adequacy of the dimensions present in the referred framework, in the context of initial teacher training, as well as evaluating the attributed relevance to the development of computational thinking by future teachers as part of their training process. A total sample of 44 students participated in the research selected from undergraduate and master's courses. A qualitative research methodology was adopted, using Scratch programming language and multimedia projects, reports and focus-group interviews as main data collection techniques. Results shows the importance of providing experiences and learning opportunities to the initial teacher training students, appropriate to the development of computational thinking so that students can, as future professionals, to prepare for an increasingly demanding and complex society and to take fully advantage of the educational potential of computers and particularly the computacional environments for children.

Palabras clave : Computational Thinking; Initial Teacher Education; Teaching Computing..

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