Incorporate CT skills into all teacher preparation programs, for all subject matters, with iterative guidance for non-STEM teachers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the study's observations and taxonomy, the authors recommend "incorporating CT skills into all teacher preparation programs, even those dedicated to elementary school teachers, and for all subject matters". They report that prospective teachers, particularly those preparing to teach preschool or elementary students and those in humanities and social sciences, struggled at first to identify computational processes in their fields, and that "Iterative guidance played a critical role in supporting them during this stage". The recommendation rests on the argument that CT provides the cognitive framework for understanding and guiding automated processes in the GenAI era.

Design Implications¶

Context¶

Requirements¶

• Iterative instructor guidance during the process-definition stage, and explicit work on the broad (non-mathematical) meaning of computational thinking and computational process

Constraints¶

• Derived from a convenience sample at two institutions; the authors caution that generalization must be applied very carefully

Target Learners¶

• prospective teachers of all subjects and age levels, including elementary and humanities/social-science specializations

Target Learning Goals¶

• developing personal CT skills and the capacity to integrate CT into teaching of any subject

Affordances¶

• 4P4Ct Four Pedagogies For Ct Framework

Related Strategies¶

Examples¶

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Key Sources¶

• Ragonis, N., & Hazzan, O. (2026). Computational Thinking Across Disciplines: A Taxonomy of Pedagogical Approaches as Reflected in Prospective Teachers’ Simulations of Computational Processes. Informatics in Education, 25(1), 173–199. https://doi.org/10.15388/infedu.2506.019