Implementing a Coding Curriculum in Uruguay: Teachers Navigating Power, Autonomy, and Classroom Dynamics

In the global effort to develop computational thinking and coding skills in children since the late ’90s, this study examines the dynamics between second-grade teachers and their students during the implementation of a coding curriculum in public schools across two departments in Uruguay. Using narr...

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Bibliographic Details

Main Author:	Carocca P., Francisca (author)
Other Authors:	Bers, Marina U. (author)
Format:	article
Language:	English
Published:	2025
Subjects:	early childhood programming power autonomy agency adaptation primera infancia programación dinámicas de poder autonomía agencia adaptación primeira infância programação dinâmicas de poder autonomia agência adaptação
Online Access:	https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4145 http://hdl.handle.net/20.500.11968/7672
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