Exploring The Impact of Computational Thinking on Teacher Education: A Systematic Review

Abstract

Objective: The objective of this study is to investigate the role of computational thinking in teacher training, in order to identify the main practices and trends in this field and examine their implications for technological education. Theoretical Framework: This study presents a review of the key concepts related to computational thinking in the educational field. Existing definitions and approaches are highlighted, as well as models and theories that support the integration of computational thinking in teacher training. Method: The methodology adopted included an exhaustive search in five academic databases to identify relevant studies published in the last five years. Inclusion and exclusion criteria were applied to select the relevant articles, and a systematic analysis was carried out to synthesize the findings. Results and Discussion: The results revealed a variety of experiences and practices related to computational thinking in teacher training. In the discussion section, these results were contextualized in the light of the theoretical framework, highlighting the implications for educational practice and identifying areas of future research. Implications of the research: The practical and theoretical implications of this study are discussed, providing information on how the results can influence the teaching and learning of computational thinking in the context of teacher training. These implications could include the design of professional development programs and the development of technology-focused educational curricula. Originality/Value: This study contributes to the literature by providing an updated view of the state of computational thinking in teacher training. Its relevance and value are evidenced in its ability to inform the design of effective educational interventions in the field of technological education.