The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers

Da Hyeon Ryoo; Hyo Jeong So; Dongsim Kim

The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers

Da Hyeon Ryoo, Hyo Jeong So, Dongsim Kim

Department of Educational Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

Under the nation-wide initiative of software (SW) education in Korea, this study attempts to unpack the complexity of knowledge, skills and beliefs that Korean teachers have about SW education in school. Semi-structured interviews were conducted with four types of teachers who were classified by knowledge/skill levels (surplus vs. shortage) and pedagogical beliefs (positive vs. negative). The teacher narratives revealed five main themes: (a) differences in espoused beliefs in SW education, (b) fear about the new knowledge and skill domain, (c) recognition of the need to turn to learner-centered pedagogy, (d) questioning knowledge transfer-centered training and (e) school leadership and support as a catalyst of change. The paper concludes with some suggestions for improving teacher professional development experiences in SW education.

Original language	English
Title of host publication	Proceedings of International Conference on Computational Thinking Education, CTE 2019
Editors	Siu-cheung KONG, Kuen-fung SIN, Diana ANDONE, Gautam BISWAS, Heinz Ulrich HOPPE, Ting-chia HSU, Ronghuai-Huai HUANG, Bor-chen KUO, Kwok-yiu Robert LI, Chee-kit LOOI, Marcelo MILRAD, Josh SHELDON, Ju-ling SHIH, Ki-sang SONG, Jan VAHRENHOLD
Publisher	The Education University of Hong Kong
Pages	92-97
Number of pages	6
ISBN (Print)	9789887703464
State	Published - 2019
Event	3rd International Conference on Computational Thinking Education, CTE 2019 - Hong Kong, Hong Kong Duration: 13 Jun 2019 → 15 Jun 2019

Publication series

Name	Proceedings of International Conference on Computational Thinking Education
ISSN (Electronic)	2664-5661

Conference

Conference	3rd International Conference on Computational Thinking Education, CTE 2019
Country/Territory	Hong Kong
City	Hong Kong
Period	13/06/19 → 15/06/19

Bibliographical note

Publisher Copyright:
© 2019, The Education University of Hong Kong. All rights reserved.

Keywords

Computational thinking (CT)
Software education
Teacher professional development

Cite this

Ryoo, D. H., So, H. J., & Kim, D. (2019). The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers. In S. KONG, K. SIN, D. ANDONE, G. BISWAS, H. U. HOPPE, T. HSU, R.-H. HUANG, B. KUO, K. R. LI, C. LOOI, M. MILRAD, J. SHELDON, J. SHIH, K. SONG, & J. VAHRENHOLD (Eds.), Proceedings of International Conference on Computational Thinking Education, CTE 2019 (pp. 92-97). (Proceedings of International Conference on Computational Thinking Education). The Education University of Hong Kong.

Ryoo, Da Hyeon ; So, Hyo Jeong ; Kim, Dongsim. / The complexity of teacher knowledge, skills and beliefs about software education : Narratives of korean teachers. Proceedings of International Conference on Computational Thinking Education, CTE 2019. editor / Siu-cheung KONG ; Kuen-fung SIN ; Diana ANDONE ; Gautam BISWAS ; Heinz Ulrich HOPPE ; Ting-chia HSU ; Ronghuai-Huai HUANG ; Bor-chen KUO ; Kwok-yiu Robert LI ; Chee-kit LOOI ; Marcelo MILRAD ; Josh SHELDON ; Ju-ling SHIH ; Ki-sang SONG ; Jan VAHRENHOLD. The Education University of Hong Kong, 2019. pp. 92-97 (Proceedings of International Conference on Computational Thinking Education).

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title = "The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers",

abstract = "Under the nation-wide initiative of software (SW) education in Korea, this study attempts to unpack the complexity of knowledge, skills and beliefs that Korean teachers have about SW education in school. Semi-structured interviews were conducted with four types of teachers who were classified by knowledge/skill levels (surplus vs. shortage) and pedagogical beliefs (positive vs. negative). The teacher narratives revealed five main themes: (a) differences in espoused beliefs in SW education, (b) fear about the new knowledge and skill domain, (c) recognition of the need to turn to learner-centered pedagogy, (d) questioning knowledge transfer-centered training and (e) school leadership and support as a catalyst of change. The paper concludes with some suggestions for improving teacher professional development experiences in SW education.",

keywords = "Computational thinking (CT), Software education, Teacher professional development",

author = "Ryoo, {Da Hyeon} and So, {Hyo Jeong} and Dongsim Kim",

note = "Publisher Copyright: {\textcopyright} 2019, The Education University of Hong Kong. All rights reserved.; 3rd International Conference on Computational Thinking Education, CTE 2019 ; Conference date: 13-06-2019 Through 15-06-2019",

year = "2019",

language = "English",

isbn = "9789887703464",

series = "Proceedings of International Conference on Computational Thinking Education",

publisher = "The Education University of Hong Kong",

pages = "92--97",

editor = "Siu-cheung KONG and Kuen-fung SIN and Diana ANDONE and Gautam BISWAS and HOPPE, {Heinz Ulrich} and Ting-chia HSU and Ronghuai-Huai HUANG and Bor-chen KUO and LI, {Kwok-yiu Robert} and Chee-kit LOOI and Marcelo MILRAD and Josh SHELDON and Ju-ling SHIH and Ki-sang SONG and Jan VAHRENHOLD",

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Ryoo, DH, So, HJ & Kim, D 2019, The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers. in S KONG, K SIN, D ANDONE, G BISWAS, HU HOPPE, T HSU, R-H HUANG, B KUO, KR LI, C LOOI, M MILRAD, J SHELDON, J SHIH, K SONG & J VAHRENHOLD (eds), Proceedings of International Conference on Computational Thinking Education, CTE 2019. Proceedings of International Conference on Computational Thinking Education, The Education University of Hong Kong, pp. 92-97, 3rd International Conference on Computational Thinking Education, CTE 2019, Hong Kong, Hong Kong, 13/06/19.

The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers. / Ryoo, Da Hyeon; So, Hyo Jeong; Kim, Dongsim.
Proceedings of International Conference on Computational Thinking Education, CTE 2019. ed. / Siu-cheung KONG; Kuen-fung SIN; Diana ANDONE; Gautam BISWAS; Heinz Ulrich HOPPE; Ting-chia HSU; Ronghuai-Huai HUANG; Bor-chen KUO; Kwok-yiu Robert LI; Chee-kit LOOI; Marcelo MILRAD; Josh SHELDON; Ju-ling SHIH; Ki-sang SONG; Jan VAHRENHOLD. The Education University of Hong Kong, 2019. p. 92-97 (Proceedings of International Conference on Computational Thinking Education).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - The complexity of teacher knowledge, skills and beliefs about software education

T2 - 3rd International Conference on Computational Thinking Education, CTE 2019

AU - Ryoo, Da Hyeon

AU - So, Hyo Jeong

AU - Kim, Dongsim

PY - 2019

Y1 - 2019

N2 - Under the nation-wide initiative of software (SW) education in Korea, this study attempts to unpack the complexity of knowledge, skills and beliefs that Korean teachers have about SW education in school. Semi-structured interviews were conducted with four types of teachers who were classified by knowledge/skill levels (surplus vs. shortage) and pedagogical beliefs (positive vs. negative). The teacher narratives revealed five main themes: (a) differences in espoused beliefs in SW education, (b) fear about the new knowledge and skill domain, (c) recognition of the need to turn to learner-centered pedagogy, (d) questioning knowledge transfer-centered training and (e) school leadership and support as a catalyst of change. The paper concludes with some suggestions for improving teacher professional development experiences in SW education.

AB - Under the nation-wide initiative of software (SW) education in Korea, this study attempts to unpack the complexity of knowledge, skills and beliefs that Korean teachers have about SW education in school. Semi-structured interviews were conducted with four types of teachers who were classified by knowledge/skill levels (surplus vs. shortage) and pedagogical beliefs (positive vs. negative). The teacher narratives revealed five main themes: (a) differences in espoused beliefs in SW education, (b) fear about the new knowledge and skill domain, (c) recognition of the need to turn to learner-centered pedagogy, (d) questioning knowledge transfer-centered training and (e) school leadership and support as a catalyst of change. The paper concludes with some suggestions for improving teacher professional development experiences in SW education.

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KW - Teacher professional development

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AN - SCOPUS:85093069769

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T3 - Proceedings of International Conference on Computational Thinking Education

SP - 92

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BT - Proceedings of International Conference on Computational Thinking Education, CTE 2019

A2 - KONG, Siu-cheung

A2 - SIN, Kuen-fung

A2 - ANDONE, Diana

A2 - BISWAS, Gautam

A2 - HOPPE, Heinz Ulrich

A2 - HSU, Ting-chia

A2 - HUANG, Ronghuai-Huai

A2 - KUO, Bor-chen

A2 - LI, Kwok-yiu Robert

A2 - LOOI, Chee-kit

A2 - MILRAD, Marcelo

A2 - SHELDON, Josh

A2 - SHIH, Ju-ling

A2 - SONG, Ki-sang

A2 - VAHRENHOLD, Jan

PB - The Education University of Hong Kong

Y2 - 13 June 2019 through 15 June 2019

ER -

Ryoo DH, So HJ, Kim D. The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers. In KONG S, SIN K, ANDONE D, BISWAS G, HOPPE HU, HSU T, HUANG RH, KUO B, LI KR, LOOI C, MILRAD M, SHELDON J, SHIH J, SONG K, VAHRENHOLD J, editors, Proceedings of International Conference on Computational Thinking Education, CTE 2019. The Education University of Hong Kong. 2019. p. 92-97. (Proceedings of International Conference on Computational Thinking Education).

The complexity of teacher knowledge, skills and beliefs about software education: Narratives of korean teachers

Abstract

Publication series

Conference

Bibliographical note

Keywords

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Cite this