Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching

• Published in: International journal of technology and design education Vol. 27; no. 3; pp. 445 - 458
• Main Authors: Rolandsson, Lennart, Skogh, Inga-Britt, Männikkö Barbutiu, Sirkku
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.09.2017; Springer; Springer Nature B.V
• Subjects: Action; Case Studies; Computation; Computation theory; Computer and Systems Sciences; Computer circuits; Computer programming; Computer Science Education; Computer simulation; Computers; Cooperative Learning; Curricula; Curriculum Studies; data- och systemvetenskap; Didaktik; Education; Education computing; Educational Technology; Error analysis; Intention; Intentionality; Learning; Learning and Instruction; Learning Strategies; Logic of events; Logical Thinking; Object of learning; Object of teaching; Phenomenography; Phenomenology; Problem Solving; Programming; Programming education; Qualitative Research; Reconfigurable hardware; Reflective Teaching; Research Methodology; Science Education; Software; Teacher; Teacher Action; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Technology education; Theory Practice Relationship; Action; Logic of events; Intentionality; Programming education; Teacher; Object of teaching; Intention; Object of learning; Phenomenography
• ISSN: 0957-7572; 1573-1804; 1573-1804
• DOI: 10.1007/s10798-016-9353-4

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. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice , an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on 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 proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.