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A System Thinking Approach to Pre-Service Teachers' Formation: An Epistemological Perspective From Europe and USA
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Author(s): Francesco Maiorana (IIS G. B. Vaccarini Catania, Italy), Andrew P. Csizmadia (Newman University, UK), Gretchen M. Richards (Independent Researcher, USA), Giusy Cristaldi (IIS Concetto Marchesi Mascalucia, Italy)and Janet L. Bavonese (Jacksonville University, USA)
Copyright: 2025
Pages: 28
Source title:
Current Trends and Best Practices of Pedagogical Content Knowledge (PCK)
Source Author(s)/Editor(s): Nazli Ruya Taskin Bedizel (Balikesir University, Turkey)
DOI: 10.4018/979-8-3693-0655-0.ch010
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Abstract
It is acknowledged that it is necessary to introduce computing for a quality education starting from primary education. This can be accomplished by empowering pre-service teachers to become confident in teaching computing. The work will review the literature and compare teacher pre-service formation (PSF) activities in each author's country with an overview of the respective continents. Drawn from direct field experiences, this work will present, discuss, compare, and draw conclusions and best practices, through the lens of system thinking, on the complex process of pre-service computing teacher transformation. Similarities are acknowledged, while differences in approaches are highlighted. Using the lens of systems thinking, a review of research and theory to examine pre-service teacher (PST) formation will include Technological Pedagogical Content Knowledge (TPCK) in the realm of science, technology, engineering, arts, and mathematics (STEAM). Celia (Computer Educators Learning Inclusive Actor) will represent the teaching candidates' professional pathways in each country.
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