Teaching coding and computational thinking in primary classrooms: perceptions of Australian preservice teachers

Abstract

Coding and computational thinking are becoming increasingly important in primary classrooms. In Australia, they are being progressively mandated as part of the school curriculum in each state and territory. As such, it has become imperative that preservice teachers enrolled in primary education courses have the technological and pedagogical skills to design and deliver relevant classroom activities that align with national curricula. Through a small-scale qualitative study, we investigated preservice teachers’ understanding of coding and computational thinking and their perceptions of the connections between these concepts and the Australian Curriculum. We applied summative content and thematic analyses to data collected from semi-structured interviews and supplementary documents. Eight Australian preservice teachers enrolled in an undergraduate primary education degree volunteered to participate in this research. Our findings showed that the participating preservice teachers had a sound if somewhat idiosyncratic knowledge of coding and computational thinking. Their perceptions of how these concepts related to the Australian Curriculum demonstrated a trajectory of understanding that was highly likely to develop and mature as they were transferred to classroom settings. This paper concludes by acknowledging the newness of teaching coding and computational thinking and suggests that time and support are needed for preservice teachers’ current perceptions and understandings to be consolidated in future teaching practice.