Abstract:

The growing demand for computer science education faces a shortage of qualified teachers, leading many countries to implement training programs for teachers from other subjects. Understanding teachers' wishes and expectations is crucial for designing effective training programs, as these factors influence motivation and behavioral decisions.

This qualitative study explores teachers' wishes and expectations through seven semi-structured interviews with primary and lower secondary teachers. Using Kuckartz’s QCA the interviews were anonymised transcribed, coded and validated through intra- and intercoding.

The analysis revealed twelve main categories, highlighting the complexity of the teachers' expectations. Two key findings emerged:
1. Affective components, particularly individual competence experiences, determine professional development processes. Teachers wish and expect that competence experiences will not be confined to the immediate training context but can be transferred to their instructional practices. Consequently, these experiences appear to be linked with the teachers‘ motivation to transfer them to the classroom. The wished and expected sense of security can function both as an initial motivator for participation—especially when a competence deficit is perceived—and as an experiential factor anticipated during the training and subsequent instructional implementation.
2. Teachers wish and expect teaching material as multifunctional resources, serving not merely as instructional tools but as learning aids, motivational catalysts, and confidence builders.

These findings show the necessity of holistic approaches to computer science teacher training. Successful programs must simultaneously address technical skills and affective dimensions, recognizing the nuanced psychological dynamics underlying professional development. This study provides valuable insights for developing more effective teacher training approaches in computer science education.

Keywords:

Wishes, expectation, teacher education, teacher training, computer science education.