The need for a learning model in coderdojo mentoring practice

CoderDojo is an international network of volunteer-led, free, independent, community-based computer programming clubs for young people. It has been very successful in engaging with young learners by providing a social and innovative environment. However the open and exploratory style of CoderDojo can present challenges for both participants and mentors. Since there is no advised pedagogy, mentors who guide and facilitate learners at Dojos are free to use any learning theory they find suitable to them or none at all. There has been a lack of evidence that the mentors tend to have and apply clear learning theories. In this paper we discuss the background and current mentoring practice in the CoderDojo movement, and present the results of research with Coderdojo mentors on their levels of pedagogical knowledge, their teaching experience, and willingness to know more.