Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching
2016 (English)In: Article in journal (Refereed) Epub ahead of printText
Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects, but in principle, learning about computers is part of learning about technology. Lately, the programming is being implemented in curricula to explain society’s dependence on programming knowledge and code. However, there are some issues related to teaching programming, as the questions of what and how to teach become urgent in the rapid change of technology. In this present study the subject related focus characterizing phenomenography and variation theory is shifted to teacher related matters. This aim to explore the connection or possible gap between subject and subject representatives (teachers) raises the need for an expansion of the existing conceptual apparatus. To deepen our understanding of teachers’ teaching, von Wright’s theoretical model of logic of events is introduced as a complementary analytical tool. In the article the two theoretical approaches (phenomenography and logic of events) are briefly presented. The two theoretical approaches are then deployed upon one teacher’s case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers' side) regarding the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations prove to be useful as a complementary tool to the phenomenographic conceptual apparatus.
Place, publisher, year, edition, pages
Computing, programming education, teacher perspective
Research subject Computer and Systems Sciences
IdentifiersURN: urn:nbn:se:su:diva-129725DOI: 10.1007/s10798-016-9353-4OAI: oai:DiVA.org:su-129725DiVA: diva2:923855