Akademik Veri Yönetim Sistemi
Journal of Early Childhood Teacher Education, 2025 (ESCI)
Effective classroom integration of computational thinking (CT) hinges on robust teacher education, particularly for pre-service teachers (PSTs). Research highlights the importance of educator guidance in young children’s CT development. However, a lack of formal coding background can hinder kindergarten instructors’ ability to incorporate CT. This study addresses this gap in CT education for pre-service kindergarten teachers (kPSTs) in Turkey, where pre-service programs lack dedicated CT training. We implemented an elective CT course designed for kPSTs, utilizing project work and age-appropriate activities. Employing a mixed-methods approach, the study explored the development of CT understanding in kPSTs. Findings revealed significant growth in participants’ CT knowledge and skills, with demonstrated proficiency in algorithmic design and evaluation at an intermediate or higher level. The course fostered awareness in kPSTs regarding CT integration and enabled their initial-level CT perspectives. Additionally, the technology-supported face-to-face learning environment led to a shift in kPSTs’ perceptions of technology use. The study offers several recommendations for novice PST-focused technology training programs for efficient CT and technology use in the classroom.