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Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching
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Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching
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Journal Article
Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching
2017
Overview
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.
