Teaching programming in technology education: Revealing student teachers' perceptions

Abstract

This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4–6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology, particularly focusing on programming. This study therefore investigates student teachers' perceptions of teaching programming in technology education, after completing their technology course in teacher education. We answer the following research questions: What are the student teachers’ perceptions of teaching programming in technology education? and How is potential subject didactics knowledge for teaching programming manifested in student teachers’ perceptions of technology teaching?  Using a phenomenographic approach, 25 student teachers’ perceptions of programming in technology education were investigated through semi-structured individual and group interviews. Different perceptions were revealed and presented in four categories: (1) following instructions in a logical order, (2) learning a programming language, (3) solving technological problems, and (4) understanding and describing a technological environment. The results show that student teachers' perceptions of the subject of technology predominantly focuses on following instructions and the learning of a programming language. The identified potential subject didactics knowledge is constituted of an awareness of three critical aspects: understanding programming language, understanding programming as a way of solving problems, and the relationships of technological problems to everyday life and society. This study offers valuable insight into the development of competencies required to teach programming in technology, informing educational strategies and future research in this emerging field.