Within the framework of the rapid change and development of technology, the emphasis on the importance of programming is increasing. It is stated that programming education supports individual development and learning processes in various fields such as 21st century skills. With this importance given to programming and its positive effect on learning processes, it is seen that programming courses are added to the curricula in many countries. The purpose of this study is to determine the views of pre-service elementary teachers about programming after the implementation process has been experienced with Scratch. This study was carried out with 54 senior students studying in the department of primary school teaching at a public university in Turkey. The implementation process conducted based on distance education carried out 10 weeks. This study, which consists of qualitative data, was designed based on case study. Research data was collected through a structured interview form. The data collection process was carried out through interviews held at the beginning of the implementation process and at the end of the process. Two different interview forms were used, consisting of four open-ended questions in the pre-interview process and seven open-ended questions in the final interview process. According to the results of the research, it was determined that at the end of the implementation process, the participants mostly started to show a positive tendency towards programming. In addition, most pre-service teachers reported their desire to improve themselves in this field and that they plan to use programming technologies in their future professional lives.
Programming, Scratch, teacher education