Experiencias y aprendizajes del trayecto proyectual en una Especialización Docente en Didáctica de las Ciencias de la Computación

Abstract

Teacher training in Computer Science didactics is an urgent need in our country to be able to carry out the introduction of these contents at all educational levels, following the guidelines established by the Priority Learning Cores for Digital Education, Programming and Robotics”. A pilot and innovative experience in teacher training at the primary level has been the Higher-Level Teaching Specialization in Didactics of Computer Science: Learning and Teaching of Computational Thinking and Programming, recently developed in Rosario (Argentina). This article characterizes and analyzes experiences and lessons learned from what we call “project path”, highlighting its value as an integrating axis during the first cohort of this particular specialization. Results show that the theoretical framework behind the project path enabled the design of feasible projects that could be implemented at elementary level, integrating Computer Science concepts introduced in the training from diverse ways, attending to context characteristics.