期刊名称：Aloma: revista de psicologia, ciències de l'educació i de l'esport Blanquerna
印刷版ISSN：1138-3194
出版年度：2020
卷号：38
期号：1
页码：75-86
出版社：Universitat Ramon Llull * Facultat de Psicologia i Ciencies de l'Educacio Blanquerna
摘要：En els últims anys, l’interès en el pensament computacional (PC), considerada una competència trans- versal necessària en la Societat de el Coneixement, s’ha estès als sistemes educatius de tot el món. En aquest context, ha esdevingut necessària la introducció i capacitació en el desenvolupament del PC en els programes de formació inicial de mestres. En aquest estudi, s’explora el coneixement, les actituds i les expectatives pel que fa al PC que tenen els mestres en formació inicial, abans de rebre capacitació en aquest camp. Utilitzem una anàlisi descriptiva de les dades qualitatives i quantitatives obtingudes a través d’un qüestionari ad hoc, mitjançant el qual es va preguntar a 193 docents en formació de la Universitat de Girona sobre diferents aspectes relacionats amb el PC. L’estudi mostra que la majoria dels estudiants de magisteri enquestats no poden identificar correctament molts dels indicadors associats amb PC, i que la majoria d’ells desconeixen les implicacions de la incentivació del PC en termes d’habilitats desenvolupades o àrees d’aplicació. No obstant això, les seves expectatives pel que fa al seu procés d’aprenentatge en aquest tema són positives. Per tant, cal definir més a fons els fonaments teòrics del con- cepte per tal de prendre mesures per incloure’l de manera efectiva en els programes de capacitació docent.↓In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
其他摘要：In recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of de- veloped skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
关键词：Pensament computacional;Formació inicial de magisteri;Magisteri;TIC;Competències
