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Lessons learnt from teacher professional development in programming
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science. (Forum för digitalisering (FoDi) , HEEL)
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
2020 (English)In: Proceeedings of the 14th International Technology, Education and Development Conference / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torre, Valencia, Spain: The International Academy of Technology, Education and Development, 2020, Vol. 14, p. 3903-3908Conference paper, Published paper (Refereed)
Abstract [en]

As pointed out by Seymour Papert, teaching teachers might be more complex and difficult than otherforms of adult learning. In Sweden, as in many other countries, the introduction of computerprogramming in compulsory education is an ongoing process that involves teacher professionaldevelopment. Results from the first generation of teacher training in fundamental programmingindicates that motivation and high pass rates are not always the case. The aim of the study is toanalyse and discuss success factors and lessons learnt in teacher professional development.This study was conducted with a case study approach, with data collected from various data sources.All the courses where data have been gathered are part of a nation-wide training program formathematics and technology teachers in K-12 education. The data triangulation and themethodological triangulation were built around course evaluations, group discussions with courseparticipants, and a survey directed to the subject matter experts of the teacher training courses. Athematic analysis was filtered through the theoretical assumptions of communities of practise andadult learning.Four interesting main findings are, 1) the relevance of study groups, 2) course participants’appreciations of concrete workshop sessions, 3) teachers’ perception of a two-folded time trouble, and4) teachers’ expectations of reusable takeaways from the course. Finally, the recommendation is tofree more time for teachers to participate in collaborative hands-on activities and collegial reflection.

Place, publisher, year, edition, pages
Valencia, Spain: The International Academy of Technology, Education and Development, 2020. Vol. 14, p. 3903-3908
Keywords [en]
Teacher professional development, Programming education, Study groups, Community of practise, Adult learning
National Category
Learning
Identifiers
URN: urn:nbn:se:miun:diva-38599ISBN: 978-84-09-17939-8 (electronic)OAI: oai:DiVA.org:miun-38599DiVA, id: diva2:1412786
Conference
INTED 2020
Available from: 2020-03-08 Created: 2020-03-08 Last updated: 2020-03-11Bibliographically approved

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Mozelius, PeterHumble, Niklas

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf