{"id":1188,"date":"2021-10-27T00:39:36","date_gmt":"2021-10-27T04:39:36","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1188"},"modified":"2021-10-27T00:39:36","modified_gmt":"2021-10-27T04:39:36","slug":"1188","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1188","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Chandra, V., &amp; Lloyd, M. (2020). Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context. <em>Australian Journal of Teacher Education<\/em>, <em>45<\/em>(9). <a href=\"http:\/\/dx.doi.org\/10.14221\/ajte.2020v45n9.1\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/dx.doi.org\/10.14221\/ajte.2020v45n9.1<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers\u2019 pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and self-efficacy. The study found that preservice teacher self-efficacy can be scaffolded in real-world contexts provided sufficient planning, peer support and mentoring is available.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Chandra, V., &amp; Lloyd, M. (2020). Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context. Australian Journal of Teacher Education, 45(9). http:\/\/dx.doi.org\/10.14221\/ajte.2020v45n9.1 Abstract: &#8220;An ongoing problem for teacher education institutions is bridging the gap between theory and practice and&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1188\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[128,438,513],"coauthors":[2301],"class_list":["post-1188","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-coding","tag-computational-thinking","tag-preservice-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1188","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1188"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1188\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1188"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1188"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1188"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1188"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}