A sequential explanatory mixed methods study of pre-service teachers’ experiences of and attitudes to coding in Ireland.

Virtual Paper ID: 56027
  1. aaa
    Alison Egan
    Marino Institute of Education
  2. AnnMarie Gurhy
    Marino Institute of Education

Abstract: Computational thinking and coding are key competencies for children in K-12 classrooms. A Coding in Primary Schools Initiative is underway in Irish classrooms and continuing professional development programmes have been developed for schools and teachers to ensure they can integrate coding successfully. However, pre-service teacher education colleges are outside the remit of this Coding in Primary Schools Initiative. The authors introduced a Coder Dojo module in a pre-service teacher education institution, on a pilot basis. The research was conducted during semester two, and explores pre-service teachers’ attitudes, confidence and experiences of coding. The research followed a sequential explanatory mixed methods design. The results indicated an increase in coding self-efficacy and positive attitudes to coding, and a successful Coder Dojo experience for participants.

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