ABSTRACT
We report, in this chapter, on how student teachers who participated in a Scratch Coding Club (SCC) experienced the facilitation strategies and processes employed. The purpose of the club was to create an additional opportunity, outside the formal teacher education curriculum, for student teachers to learn coding for teaching and to develop competencies for a fast-changing world. Data were collected through semi-structured interviews conducted with a sample of the participating student teachers. The findings indicate that the facilitation strategies and processes employed during the SCC sessions had a substantial positive impact on the student teachers’ learning experiences. Student teachers noted that the balance between the consistent facilitation routines and structure of sessions, coupled with freedom to explore in collaboration with peers in a joyful learning environment, contributed significantly to their personal well-being and professional growth.
