View in EDS HTML Full Text PDF Full Text

Teacher's Perceptions and Readiness to Teach Coding Skills: A Comparative Study between Finland, Mainland China, Singapore, Taiwan, and South Korea

Saved in:
Bibliographic Details
Title: Teacher's Perceptions and Readiness to Teach Coding Skills: A Comparative Study between Finland, Mainland China, Singapore, Taiwan, and South Korea
Language: English
Authors: Wu, Longkai, Looi, Chee-Kit, Multisilta, Jari, How, Meng-Leong, Choi, Hyungshin, Hsu, Ting-Chia, Tuomi, Pauliina
Source: Asia-Pacific Education Researcher. Feb 2020 29(1):21-34.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Coding, Computer Science Education, Computation, Thinking Skills, Computer Literacy, Teacher Characteristics, Readiness, Teacher Attitudes
Geographic Terms: Finland, China, Singapore, Taiwan, South Korea
DOI: 10.1007/s40299-019-00485-x
ISSN: 0119-5646
Abstract: Many education systems have recognized the importance of computational thinking and coding skills and are implementing curricular changes to introduce coding into formal school education. A necessary and critical success factor involves the preparation of and support for teachers to teach coding. Thus, understanding the perceptions of teachers towards coding is most important, together with knowing the kinds of support they received, and their readiness and challenges to teach. The purpose of the current study is to compare teachers' attitudes towards the importance of information and communications technologies (ICT) skills and coding skills in Finland, Mainland China, Singapore, Taiwan, and South Korea. The findings indicate that teachers in Finland, Singapore, Taiwan, and South Korea believe that coding is useful even if students will not work in ICT jobs while Mainland Chinese teachers are undecided. Mainland China, Singapore, Taiwan, and South Korea have more positive views towards how to prepare for future-ready learners.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1240461
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Many education systems have recognized the importance of computational thinking and coding skills and are implementing curricular changes to introduce coding into formal school education. A necessary and critical success factor involves the preparation of and support for teachers to teach coding. Thus, understanding the perceptions of teachers towards coding is most important, together with knowing the kinds of support they received, and their readiness and challenges to teach. The purpose of the current study is to compare teachers' attitudes towards the importance of information and communications technologies (ICT) skills and coding skills in Finland, Mainland China, Singapore, Taiwan, and South Korea. The findings indicate that teachers in Finland, Singapore, Taiwan, and South Korea believe that coding is useful even if students will not work in ICT jobs while Mainland Chinese teachers are undecided. Mainland China, Singapore, Taiwan, and South Korea have more positive views towards how to prepare for future-ready learners.
ISSN:0119-5646
DOI:10.1007/s40299-019-00485-x