Evidences of Self-Development of Tas in Ct Education

In the context of integrating Computational Thinking (CT) in Primary School Education, we examine the self-development of undergraduate students during their engagement as Teaching Assistants (TAs) in CT Education. More specifically, we propose to adopt the stress-adaptation-growth process of the Intercultural Transformation Theory (ITT) as a framework to provide evidences of the self-development of TAs in the CoolThink@JC project of Hong Kong. The collected data confirms the evidences of the stress-adaptation-growth process of TAs engagement, which helps transforming undergraduate students into co-teachers with commitment to future civic involvement.