Teaching within the CoderDojo Movement: An Exploration of Mentors' Teaching Practices

Abstract

This work in progress reports on the initial findings of a significant study that aims to explore the evolution of programming teaching practice in non-formal, volunteer-led clubs where young people are learning to code. Working together,the mentors and their students create a non-formal learning environment that differs significantly from traditional classroom settings. The specific coding club environment under consideration is that of the CoderDojo Foundation. The study aims to capture the mentors’ teaching methodology within the CoderDojo Movement and how this, and other external factors, informs and influences their practice. This paper reports on preliminary analysis of qualitative data gathered through semi-structured interviews with mentors drawn from different programming clubs across the Irish CoderDojo network.