Developing Teaching Practice in Computational Thinking in Palestine

Area of Science:

• Education
• Computer Science Education
• Curriculum Development

Background:

• Sporadic attempts to integrate computational thinking (CT) into Palestinian K-12 education have been hindered by environmental challenges.
• A recent in-service training initiative by the Ministry of Education of Palestine represents a significant step towards embedding CT in practice.

Purpose of the Study:

• To investigate the implementation of computational thinking skills by middle school teachers in Palestine following an in-service training program.
• To identify the challenges faced by teachers in integrating CT into their classrooms and to propose supportive measures.

Main Methods:

• A qualitative approach was employed, utilizing classroom observations and interviews with participating middle school teachers.
• Data were collected from 38 teachers who attended the training, with 20 also participating in interviews.

Main Results:

• Teachers across various subjects, including social sciences and languages, demonstrated the use of computational thinking skills.
• Key challenges identified include inadequate technical infrastructure, lack of support, insufficient preparation time, and limited curriculum space for CT.

Conclusions:

• Providing peer exchange opportunities and expert coaching is crucial for supporting teachers in integrating CT into the curriculum.
• Addressing infrastructure and time constraints is essential for the successful and sustainable implementation of CT in K-12 education.