Computational thinking and teacher education: An expert interview study

Abstract Computational thinking (CT) is increasingly being recognized as a fundamental skill, like math, for all students. This need to equip every student with competent CT skills calls for CT education in K‐12 schools and teachers with adequate content and pedagogical knowledge to integrate CT. This study elicits and synthesis what top leaders in CT education know and experience about best practices of CT in K‐12 schools and educator preparation. It also examines experts' views about distinctive challenges, useful strategies, and practical models related to CT education. Adopting an expert interview approach, the participants are five leaders with diverse background and extensive experience in the field of CT education. The qualitative analysis of the data points to two guidelines to teach CT in K‐12 context, namely age level appropriateness and good design. It also indicates three main challenges and specific strategies to establish CT‐integrated teacher education programs.