Futuros profesores chilenos de matemática: ¿se sienten preparados para impartir Pensamiento Computacional y Programación?

Recent updates to the Chilean curricular bases have introduced a new Computational Thinking and Programming elective, defining the standards that students must achieve. However, the success of this implementation depends on the preparation of teachers in mathematics, on which there is no previous research in the country. Based on the above, the study evaluated the level of knowledgeand skills of a sample of 212 students in the last semesters of Mathematics Pedagogy careers from eight universities in the country, considering possible gender differences.A cross-sectional descriptive correlational design study was carried out, using the questionnaire as an instrument. The results indicate that, although future teachers, both men and women, show a basic level of digital skills, they lack the necessarypreparation to effectively address the program, generating insecurity and mistrust. It was also revealed that some competencies are developed in an integrated manner, while others seem to be disconnected or unrelated, without finding significant differences by gender. These findings indicate that universities should reinforce initial teacher training in mathematics to guarantee the development of competencies and thus effectively implement the program, regardless of their gender.