Implementing a cross-curricular digital project into a PGCE computer science initial teacher education course

Understanding the role of single‐board computers in engineering and computer science education: A systematic literature review

“…In the affective learning domain, the improvement of the motivation, course enjoyment, and the soft skills (teamwork, communication, idea generation, evaluation, community engagement, and decision‐making) required by the students are commonly reported outcomes. Although most of the proposals (87.5%) are situated at the undergraduate level, the study addressed by Wilkinson [114] shows results from the perspective of graduate students who are preparing to be teachers. The proposal highlights the need to promote not only the STEM skills required in the curricula of CS for schools but also the communication and teamwork required by the teachers in the formation process.…”

The need for Qualified School Teacher Mentors for Initial Teacher Training, Early Career Teachers and Beyond: Why Don’t School Teacher Mentors Need a Qualification in Mentoring?

“…This would suggest that new teachers do not want to engage in educational theory and research, but prefer to be shown and told how to develop their teaching and learning; see previous discussion on CPD being prescriptive. The phenomenon of "spoon feeding" was investigated in Wilkinson (2017), wherein PGCE ITE students specializing in Computer Science when given a live problem to solve, immediately sought guidance from their tutor. Further research is therefore needed to investigate this issue, because rather than the English government's desire to have a teaching workforce who are engaged in practitioner research, the National Curriculum seems to be producing individuals who have a preference for being "spoon fed" throughout school and into training for the teaching profession, and then expect the same in the workplace too.…”