Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses

Figures & data

Figure 1. Flow chart of the thematic analysis.

Table 1. Revised codes, candidate themes and dominant themes.

Revised codes	CT as a thinking pattern	CT as trial and error	CT as problem solving
	CT and pedagogical methods in teaching	CT and programming in teaching	Students’ training in CT and/or programming
	CT using collaborative tasks	Benefits with CT	Outcome of teaching CT
	CT and course descriptions/steering documents	Resources that TEds use to teach CT	Relationship between CT and programming
	Experiences related to CT/programming during students’ practicum	Assessment of CT	CT and the Udir model
	CT as to think mathematically	Reflections around CT integrated into the subject	Misunderstandings related to CT
	TEds’ training in CT and/or programming	Experienced relevance to developing CT skills	Difficulties related to integrating CT
Candidate themes	Conceptual complexity	CT and teaching	CT training
	Possibilities	CT as programming	Tensions
Themes	Challenges of integrating CT	Opportunities of integrating CT