An action research on the development of algorithmic thinking skills of pre-service preschool teachers

The rapid development of technology in the 21st century has led to profound changes in the field of education. In particular, the ability of individuals to solve complex problems has become one of the most crucial elements of the education system in today's world. In this context, the importance of algorithmic thinking in early childhood education is increasingly recognized, and equipping teacher candidates with this skill has become a critical need for enhancing the quality of education. The aim of this research is to systematically develop the algorithmic thinking skills of teacher candidates, identify the challenges encountered during this process, and propose effective solutions. The study was conducted by implementing a 7-week action plan with 13 teacher candidates. The action plan was enriched with numerous activities that allowed candidates to apply their theoretical knowledge in practice and connect it with real-life situations. These activities broadened the candidates' perceptions and encouraged active participation in the teaching processes. Data were systematically collected through in-depth interviews with the teacher candidates, journals maintained after the implementation, and processes in which the researcher acted as an observer. The obtained data were analyzed using content analysis, providing an in-depth perspective for better understanding the candidates' development. The results indicate a significant improvement in the algorithmic thinking skills of the teacher candidates. Throughout the educational process, candidates became more effective in their problem-solving processes, strengthened their logical thinking abilities, and improved their capacity to handle complex situations. Additionally, challenges encountered during the implementation (such as time management, lack of participation, and motivation) were identified, and various updates were made to the action plan to address these issues. It was determined that students generally viewed the action plan positively and expressed a desire for the continuation of such practices. This study provides concrete suggestions for the application of the algorithmic thinking approach in different educational fields and levels, thereby holding the potential to enhance the overall success of the education system. Keywords: Algorithmic Thinking Skills, Preschool Education, Preschool Teacher Candidates, Education, Action Research