Teachers' perception of professional development in coding education
Runzhi Kong, Gary K. W. Wong · 2017
Extensive studies have already documented the importance of introducing computer science into K-12 which lies in equipping students with computational thinking. And professional development accelerates the speed of integrating computational thinking curriculum into K-12 education. This study aims to explore primary school teachers' perception and perspective of attending professional development activities for teaching coding. The context in which this research was undertaken is in mainland China, Hong Kong, Brunei Darussalam. 107 participants (n = 107) in total involved in this research. The result of this study shows that 1) some primary school teachers still have the misunderstanding on the concept of computational thinking. 2) lack of pedagogical content knowledge and content knowledge are major challenges teachers have in teaching coding. 3) non-cognitive factors, such as anxiety, confidence, always influence teachers' teaching which cannot be neglected. 4) School culture plays an essential role in involving.