Implications of Computational Thinking in the Initial Training of Future Primary and Pre-School Teachers

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In an increasingly digitised society, the development of computational thinking has become essential for everyone. Computational thinking is defined as a process of breaking down a problem into steps that are simple enough to understand, identifying solutions that can lead to automation. New generations should have the opportunity to develop this skill from early childhood, so future teachers need to develop the skills to create innovative learning contexts. This study explores the need for initial training of students majoring in elementary and early childhood education to create learning contexts that facilitate the development of students' computational thinking. Both quantitative and qualitative data collection methods were used to identify future teachers' perceptions of the need for initial student training to build the skills required to design learning settings that aid the advancement of computational thinking in toddlers and students. In terms of qualitative methods, the focus group method was used, discussing with students based on the questions How would you describe the concept of computational thinking? Can computational thinking be included in the teaching process? What types of activities could be carried out? As quantitative methods of data collection, a questionnaire survey was used, applying a questionnaire consisting of 24 items. The results showed that the introduction of a course based on computational thinking can significantly influence the way future teachers teach.