Profiling Preservice Teachers’ Computational Thinking: The Role of Metacognition and Coding Experience

In our technology-driven world, developing computational thinking skills among preservice teachers is essential for fostering digital innovation and preparing them to effectively integrate technology into their future classrooms. This study investigates how metacognitive strategies and prior coding experience impact preservice teachers’ computational thinking skills and online problem-solving behaviors during an interactive task. A sample of preservice teachers (n=129) completed a survey assessing their computational thinking skills and metacognitive strategies and then engaged in completing an online task. Latent profile analysis using self-reported computational thinking skills identified three distinct profiles: Developing, Novice, and Proficient. Key results revealed that higher levels of self-reported computational thinking skills correlated positively with better performance on the online task, as well as lower perceptions of task difficulty. Both metacognitive strategies and prior coding experience were significant predictors of computational thinking skills profile membership. This study highlights the importance of integrating targeted coding exercises and metacognitive skill-building activities into teacher education programs to better prepare future educators to implement digital technologies effectively and confidently in their teaching practices. The findings provide actionable insights for designing teacher training that fosters computational thinking competencies essential for the modern digital era.