Abstract
Initial teacher education (ITE) programs provide pre-service teachers with much of the theoretical and to some extent practical, underpinnings of their developing professional practice. The ITE programs ensure that pre-service teachers gain sufficient knowledge and understanding around student development, how students learn, the importance of knowing the subject content and how to plan, teach, and assess that content. Given pre-service teachers are entering classrooms in the twenty-first century, they require skills that will position their students to participate in an increasingly technologically advanced and interconnected world. However, what appears to be missing from ITE programs is the growing attention given to computational, design and systems thinking, that future pre-service teachers will need, not only to solve the complex problems that they will continue to face in their classroom, but also the same skills that they will need to model and then develop in their future students.
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Cerovac, M., Keane, T. (2023). Incorporating Technologies-Based Thinking Skills in Initial Teacher Education. In: Garvis, S., Keane, T. (eds) Technological Innovations in Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-2785-2_7
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