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Teachers’ attitudes towards teaching programming in Swedish Technology education.
KTH, School of Industrial Engineering and Management (ITM). (Learning in STEM)ORCID iD: 0000-0002-8889-2562
KTH, School of Industrial Engineering and Management (ITM), Learning. (Learning in STEM)ORCID iD: 0000-0003-1993-683x
KTH, School of Industrial Engineering and Management (ITM), Learning. (Learning in STEM)ORCID iD: 0000-0002-4115-6584
2019 (English)In: Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019. / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta: University of Malta , 2019, p. 195-202Conference paper, Published paper (Refereed)
Abstract [en]

Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. 

This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. 

In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.

Place, publisher, year, edition, pages
Msida, Malta: University of Malta , 2019. p. 195-202
Series
PATT proceedings
Keywords [en]
programming, self-efficacy, Technology education, primary education
Keywords [sv]
programmering, teknikämnet, self-efficacy, lågstadiet
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-252812ISBN: 9789995714796 (print)OAI: oai:DiVA.org:kth-252812DiVA, id: diva2:1322170
Conference
PATT 37, Pupils Attitudes Towards Technology
Projects
Tillit till IT
Note

QC 20190819

Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-08-19Bibliographically approved

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Other links

https://www.um.edu.mt/events/patt2019

Authority records BETA

Hartell, EvaDoyle, AndrewGumaelius, Lena

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