An Educational Coding Laboratory for Elementary Pre-service Teachers: A Qualitative Approach

Leticia Azucena Vaca Cárdenas, Assunta Tavernise, Francesca Bertacchini, Lorella Gabriele, Antonella Valenti, Pietro Pantano, Eleonora Bilotta


The present study involved 64 pre-service teachers in a first experience of coding with the software Scratch, foreseeing its qualitative evaluation. In particular, the procedure in the laboratorial setting was designed as follows: firstly, subjects attended theoretical lessons on the use of the software, ideated and implemented an educational app. Afterwards, subjects wrote a report on the negative and positive aspects of their laboratorial experience.
The analysis of results show that pre-service teachers appreciated the collaborative work, the freedom to code an app following their own interests, and the use of an engaging software. A constant concern regarding teachers’ self-efficacy as future mentors was present. Further quantitative studies are necessary.


Learning, learning-teaching methodologies, advanced technology-enhanced settings, design of educational setting, project-based learning, education, higher education, HCI, coding, Scratch, High Order Think Skills.

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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