Self-development Through Service-Oriented Stress-Adaption-Growth (SOSAG) Process in the Engagement of Computational Thinking Co-teaching Education

In this chapter, we propose the service-oriented stress-adaption-growth (SOSAG) process based on the existing intercultural transformation theory (ITT), through the engagement of cross-institutional tertiary students in computational thinking (CT) education at primary schools. Students from tertiary education institutions in Hong Kong are recruited, trained, and assessed to become qualified teaching assistants (TAs) for providing in-school co-teaching support in CT education in 32 primary schools. TAs are monitored and dispatched to different years and different classrooms in multiple regions in Hong Kong. Through service engagement, and the proposed service-oriented stress-adaption-growth (SOSAG) process, each TA has to undergo self-development in multiple stages, including pre-assessment, training, teaching practice, and in-class co-teaching. We summarize the ongoing challenges and future directions of SOSAG in this chapter.