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An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decisionmaking. 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.

the australian journal of teacher education

Lessons in persistence: Investigating the challenges faced by preservice teachers in teaching coding and computational thinking in an unfamiliar context