Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

Abstract

Integrating Computational Thinking (CT) and Computer Science (CS) concepts to children’s education is a hot topic nowadays. However, most research around this topic focuses on what students need to learn. Much less work has been done on the teachers’ needs to develop the necessary CT skills and knowledge. Reflecting a trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as tools and activities for lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to these new demands related to CT. Instructors need to develop this new competence. In the Brazilian context, CS teacher education programs could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge, and curriculum redesign.