The present study is based on a teaching-module designed to introduce computational thinking (CT) to pre-service teachers pursuing MA degrees at a large-scale university in Ankara, Turkey. It aims to explore Turkish pre-service teachers’ perceptions and integration of CT in different disciplines through CT-based tasks. Pre- and post-attitude questionnaires were administered before and after the presentation of a CT module to find out about their self-efficacy of computer use in class, perceptions of computing and CT, and integration of CT into their classrooms and in other disciplines. Student lesson plans were analysed in order to explore the challenges they faced while integrating CT into their teaching. According to the results, the pre-service teachers in this study 1) gained an awareness that computing, and CT are more than using computers and technology but relate to the process of problem-solving, 2) developed a better understanding of how to integrate CT into their teaching, and 3) agreed that CT could and should be integrated into the teaching of other disciplines, and 4) integrated different CT vocabulary in lesson plans based on their specific subject area.

本研究基于一个教学模块，旨在向在土耳其安卡拉的一所大型大学攻读硕士学位的职前教师介绍计算思维 (CT)。它旨在通过基于 CT 的任务探索土耳其职前教师对 CT 在不同学科中的认知和整合。在介绍 CT 模块之前和之后进行了态度前后的问卷调查，以了解他们在课堂上使用计算机的自我效能感、对计算和 CT 的看法，以及将 CT 融入课堂和其他学科。对学生课程计划进行了分析，以探索他们在将 CT 融入教学时所面临的挑战。根据结果​​，本研究中的职前教师 1) 意识到计算、