Pædagogiske spændingsfelter ved inddragelse af programmering i grundskolen: Læreres perspektiv på at inddrage programmering som fagligt element i deres undervisning

This article examines how programming is used as a pedagogical practice in K-12 and what perspective teachers have on implementing programming as a subject-specific element in their teaching. The article is based on an empirical study of three schools' use of programming during Coding Class in Vejle Kommune, where four teachers were interviewed about their experiences with the project. The analysis is structured around a number of challenges: including whether programming should be used as a subject-specific or interdisciplinary element and whether the goal is to enable development of student’s subject-specific learning or support their interests and finally, how teachers approach their own role in the classroom. All the teachers in the study experienced high levels of engagement and immersion in the programming activities among the students but several of the teachers lacked control over the students’ learning outcome and experienced limitations in their own technical skills. Based on the analysis, a number of concrete pedagogical considerations are presented, which can form the basis for planning and incorporating future programming activities in K-12.