Abstract:

To introduce computer programming in K-12 education is an ongoing initiative in many countries in the world. In the Swedish context this is a prioritised process with support from the Swedish National Agency for Education. The focus is on how to implement programming as a facilitating tool for teaching and learning activities in secondary school mathematics and technology. In an earlier essay analysis, the author described and discussed how solutions to assignments in a teacher training course, could be of use in secondary school teachers daily teaching and learning activities. Essays were submitted to assignments in two batches of a 5 ECTS teacher training course on fundamental text-based programming. Findings from the analysis also showed teachers' demand for further training in programming, to be able to use programming in their own teaching and learning. In this study the essays have been reanalysed in an inductive thematic analysis aiming to find teachers' perceived needs of continuous professional development. Findings show that especially the teachers without any other experience than the given 5 ECTS course, wanted more and broader knowledge in text-based programming. With the current level of knowledge and skills many teachers are hesitating to write and debug code, and to answer questions in front of a secondary school class. A completed introductory course had given the teachers fundamental skills and knowledge, but far from the training that the teachers have in their other STEM subjects. Moreover, the course is on text-based programming with little or no training in block programming and unplugged programming. Concepts that have been introduced in the course, but without any deeper explanations or assessment. The conclusion is that programming is a complex and constantly developing field that would need continuous lifelong learning to make programming the enhancing tool it has a potential to be. A continuation course has been developed with funding from the Swedish National Agency for Education, but to give the course do not have funding anymore. As recommended by pedagogues and experts, the way to go is probably to offer micro-credentials where full-time working teachers in a continuous lifelong learning could focus on one, or a few programming concepts in every mini course.

Keywords:

Professional development, Teacher training, Programming education, Work-integrated learning, Lifelong learning.