Abstract:

As pointed out by Seymour Papert, teaching teachers might be more complex and difficult than other forms of adult learning. In Sweden, as in many other countries, the introduction of computer programming in compulsory education is an ongoing process that involves teacher professional development. Results from the first generation of teacher training in fundamental programming indicates that motivation and high pass rates are not always the case. This is also the underlying problem for this study, since the involving of programming in the daily teaching and learning activities has become mandatory. The aim of the study is to analyse and discuss success factors and lessons learnt in teacher professional development.
This study was conducted with a case study approach, with the national teacher professional development initiative as the case to study. Data were collected from various data sources such as course evaluations, group discussions with course participants, and a survey directed to the subject matter experts of the teacher training courses. All the courses where data have been gathered are part of a nation-wide training program for mathematics and technology teachers in K-12 education. The main components in a deductive analysis lens were the concept of adult learning and the concept of communities of practise. Results from the various data sources have been compared and further analysed according to the idea of data triangulation.
Results confirm the importance of creating communities of practice, and the adult learning idea of celf-directed 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, 4) teachers’ expectations of reusable takeaways from the course. Finally, the recommendation is to free more time for teachers to participate in collaborative hands-on activities and collegial reflection. Learning to program is a time-consuming activity, but without teachers’ genuine fundamental programming skills and knowledge the involvement of programming in technology and mathematics will never be successful.

Keywords:

Teacher professional development, Programming education, Study groups, Community of practise, Adult learning.