Programming learning and teaching of pre-service computer science teachers: Challenges, concerns, and solutions

Q1 Social Sciences E-Learning Pub Date : 2022-08-23 DOI:10.1177/20427530221117331

Seyfullah Gökoğlu, Servet Kılıç

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Abstract

This study investigates pre-service computer science (CS) teachers’ perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Türkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers’ abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.

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职前计算机科学教师的编程学习与教学:挑战、关注和解决方案

本研究调查了职前计算机科学（CS）教师对影响其编程能力的因素的看法，对其未来职业生活的担忧，以及对有效编程教学的教学建议。该研究的参与者是在土耳其18所不同大学学习的28名职前CS教师。数据是通过一份由开放式问题组成的问卷收集的。结果表明，固有的编程挑战、个人因素和本科教育质量影响了职前CS教师的编程教学能力。他们关心自己与编程教学、跟上技术创新、教学问题和教学实践有关的职业生活。他们还提出了可用于编程教学的两类教学方法，即基本编程教学以及教学原则和技术。本研究揭示了目前职前CS教师对编程教育的看法，有助于编程教学的发展。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.