Modeling the ICT Teachers’ Perspective on Teaching of Computer Programming at Secondary School Level

PROCEEDINGS OF THE SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH] Pub Date : 2022-10-11 DOI:10.54389/bgkd9203

K. Perera

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Abstract

Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the ICT teachers’ perspective on teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programing and the factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of factors (affinities) as programming curriculum, ICT resources, time, programming language, evaluation, students’ performance, teachers’ programming knowledge, teachers’ pedagogical programming knowledge, student and professional development programs. Further, the interaction among these affinities was also modelled. Keywords: Interactive Qualitative Analysis, Teachers’ Perspective on Computer Programming, Programming Curriculum

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中学计算机程序设计教学中ICT教师视角的建模

计算机编程被视为一门对学生和教师都具有认知挑战的学科。本研究旨在了解资讯及通讯科技教师对电脑程式设计教学的看法，以了解资讯及通讯科技教师对电脑程式设计教学的看法，以及影响他们工作的因素。47名ICT教师参与了本定性研究。使用的研究方法是一个被称为互动定性分析的分析框架来模拟ICT教师的观点。该视角根据编程课程、ICT资源、时间、编程语言、评估、学生表现、教师编程知识、教师教学编程知识、学生和专业发展计划等因素(亲缘关系)建模。此外，还对这些亲和力之间的相互作用进行了建模。关键词:互动定性分析;教师对计算机程序设计的看法;程序设计课程

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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PROCEEDINGS OF THE SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]

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