A Set of Theoretical Assumptions for Evaluation and Redesign of Teacher Training Courses on Programming
2021 (English)In: The 15th International Technology, Education and Development Conference: INTED 2021 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2021, p. 2249-2257Conference paper, Published paper (Refereed)
Abstract [en]
Investment in teacher professional development is an essential activity for enhancing the curriculum with 21st century skills. An ongoing process in Sweden is to introduce computer programming as a new tool to reinforce the learning and understanding of technology and mathematics in K-12 settings. Lessons learnt from the first batches of teacher training highlights the need of a modified course design that better suits the target group. Universities have a tradition of designing programming courses for Bachelor and Master programmes where students develop a proficiency for future work in the industry or as researchers in academia. K-12 teachers are in several ways a different target group with different needs, both for didactic design and for course content. The aim of this paper is to present and discuss a set of theoretical assumptions that could be useful for evaluation and redesign of teacher training courses on programming.
A narrative literature review was conducted to summarise a particular area of research that could meet the research aim. This type of review is useful to gather a volume of literature in a specific subject area and to synthesise it for future work. A narrative literature review is typically selective in the material it uses, in a strive to synthesise a purposeful body of literature that later can be further explored. Results from a thematic analysis have been combined to a set of theoretical assumptions that could be used for evaluation and redesign of teacher training courses on computer programming.
Findings contain a wide variety of interesting concepts that have been compiled into a set of theoretical assumptions. The most interesting found theories and concepts were Adult learning, Andragogy, The Self-determination theory, Blended communities of practice, Feedforward assessment, Game-based learning, Pair programming, Mob programming, and Software visualisation. A set of theoretical assumptions that all will be discussed with K-12 teachers for a future course redesign and curriculum development.
Place, publisher, year, edition, pages
Valencia: IATED Academy , 2021. p. 2249-2257
Series
Proceedings of The International Technology, Education and Development Conference, ISSN 2340-1079 ; 15
Keywords [en]
Teacher training, Programming education, Adult learning, Heutagogy, Blended communities of practice, Game-based learning, Feedforward, Pair programming, Mob programming, Software visualisation
National Category
Didactics
Identifiers
URN: urn:nbn:se:miun:diva-41623ISBN: 978-84-09-27666-0 (electronic)OAI: oai:DiVA.org:miun-41623DiVA, id: diva2:1537075
Conference
The 15th International Technology, Education and Development Conference, INTED 2021, Valencia, Spain, [DIGITAL], March 8-9, 2021.
2021-03-142021-03-142021-03-15Bibliographically approved