This qualitative study examines how four pre-service language teachers learned about CT and CT teaching through engaging in overseas field school experience in New Zealand. Informed by relevant literature on CT and a Vygotskyan sociocultural perspective, the study revealed that overseas field school experience was facilitative for the student teachers to foster CT skills and dispositions and cultivate CT-oriented pedagogies. The student teachers mostly developed a sense of agency to tackle contextual constraints and integrate CT with their future language teaching. The findings have implications for preparing pre-service teachers to teach CT through overseas immersion programs.

这项定性研究考察了四名职前语言教师如何通过在新西兰的海外现场学校学习来学习CT和CT教学。通过有关CT的相关文献和Vygotskyan的社会文化观点的通知，该研究表明，海外田间学校的经验有助于学生教师培养CT技能和性格，并培养以CT为导向的教学方法。这些学生的老师大多发展了一种能解决上下文限制并将CT与他们未来的语言教学相结合的代理意识。该发现对准备通过海外浸入式课程教授CT的职前教师具有启示。