South African pre-service teachers’ perceived pedagogical readiness for coding and robotics in the Foundation Phase

Abstract

Background: Coding and robotics have become increasingly important in early schooling, but their implementation in the Foundation Phase depends not only on curriculum reform and access to resources but also on teachers’ pedagogical readiness to teach these concepts in developmentally appropriate and inclusive ways.
Objectives: This study explored how third-year pre-service teachers at a South African university conceptualised their perceived pedagogical readiness to implement coding and robotics in the Foundation Phase. The study was framed by Pedagogical Content Knowledge and teacher self-efficacy.
Methods: A qualitative interpretive design was used. Data were generated through open-ended online questionnaires completed by 51 consenting pre-service teachers enrolled in a Foundation Phase teacher education module. The data were analysed using thematic analysis, with an inductive coding process and abductive interpretation.
Results: Participants conceptualised perceived pedagogical readiness in three interrelated ways: as the ability to teach coding and robotics through play-based, hands-on and integrated pedagogies; as an inclusive and relational practice requiring attention to learner confidence, language and communication with parents; and as an emerging capacity shaped by resources, support and teacher confidence.
Conclusion: Perceived pedagogical readiness for coding and robotics was understood not as technical competence alone, but as context-sensitive pedagogical enactment. Readiness involved the capacity to translate new curriculum content into teaching practices that are developmentally appropriate, relationally responsive and workable in unevenly resourced classrooms.
Contribution: The study contributes to scholarship on teacher education and coding and robotics in the early years by showing that readiness is pedagogical, relational and contextually conditioned.