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Unpacking teachers’ concerns about CT-based pedagogy: The case of software education in Korea

Title
Unpacking teachers’ concerns about CT-based pedagogy: The case of software education in Korea
Authors
Kim D.So H.-J.Ryoo D.
Ewha Authors
소효정
SCOPUS Author ID
소효정scopus
Issue Date
2021
Journal Title
Computer Applications in Engineering Education
ISSN
1061-3773JCR Link
Citation
Computer Applications in Engineering Education vol. 29, no. 1, pp. 66 - 82
Keywords
computational thinking (CT)concerns-based adoption modelsoftware educationteacher concernscluster analysis
Publisher
John Wiley and Sons Inc
Indexed
SCIE; SCOPUS scopus
Document Type
Article
Abstract
We adopt the concerns-based adoption model as an analytical lens to explore how Korean teachers perceive the mandated changes brought about by the policy to teach software (SW) education. The research questions are (a) How can teachers be grouped according to their perceived SW knowledge/skills and pedagogical beliefs? (b) What are the overall trends in teachers' stages of concern about SW education? and (c) How are the stages of concern about SW education distributed according to the different teacher types? The participants were 207 teachers who completed the online survey. Data were collected about their perceived SW knowledge/skills, pedagogical beliefs, and the seven stages of concern related to SW education. First, K-means clustering was performed to categorize teachers into four types based on their SW knowledge/skills and pedagogical beliefs. Overall, our findings indicate that 40% of the participants belonged to Type I, who have high SW knowledge/skills and pedagogical beliefs. Second, the concerns profile in Type I showed an M pattern in which they hold both self and impact concerns. Types II–IV showed a similar trend, such that the trends peak at Stage 0 (Awareness) and the intense concerns at the self-level (Stage 1, Informational and Stage 2, Personal). All types demonstrated a tailing up phenomenon at Stage 6 (Refocusing). This study has implications for the design of concern-based interventions and makes suggestions to enable teachers to move toward more advanced levels to adopt computational thinking-based pedagogy in SW education. © 2020 Wiley Periodicals LLC
DOI
10.1002/cae.22343
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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