Preschool teachers’ computer science content knowledge proficiency: a mixed-methods study

Abstract

Although computer science has been included into many preschool education curricula, little is known about the content knowledge of teachers delivering it. We conducted an online survey (n = 223) and six semi-structured to analyze Computer Science content knowledge in Argentinean preschool teachers. Participants outperformed previous study samples at digital learning, identifying computers and defining programming, but not at robotics or technical infrastructure. Older teachers were likely to believe all information on Google is trustworthy. Common sense and semantic heuristics were compensatory strategies to the lack of specific training. Teachers felt unfamiliar with the discipline and polarised regarding it inclusion in kindergarten. Results sho wed blanks for teacher training and the need to align innovation with teachers’ perspectives.